Lesson observation: the challenge of seeing beyond observable behaviours

Irina Ivanova
{"title":"Lesson observation: the challenge of seeing beyond observable behaviours","authors":"Irina Ivanova","doi":"10.46687/wxcc7206","DOIUrl":null,"url":null,"abstract":"The article focuses on the problems which trainee teachers face in reflecting on observed lessons taught by experienced teachers. Observing and discussing live and recorded lessons is part of a practical module in a Bulgarian state university run together with a course in ELT methodology, with the aim of helping trainee-teachers link theory to practice in preparation for their school-based internship. The discussion is based on the results of 74 BA and MA trainee-teachers’ written assignments of a whole video lesson observation (with the task of identifying its stages, procedures, and the rationale behind them), and a follow-up collective feedback aimed at revealing the sources of identified problems. A checklist including targeted observation foci was used for collecting quantitative data related to the elements of the lesson which were identified and correctly interpreted by the participants. Data analysis revealed no significant differences between the results of BA and MA trainees, who experienced similar difficulties in recognizing teaching techniques and interpreting teacher’s actions in terms of ELT theory, perceiving the lesson as a coherent entity, and understanding the logic of its organisation. The post observation feedback provided some insights into the problems, suggesting that they might stem from insufficient theoretical preparation and the lasting impact of trainees’ native educational culture with its traditional models of teaching; factors which might lead to conscious rejection of practices perceived as strange or inappropriate for the local teaching context. The implications of the study are linked to possible measures for overcoming the challenges and enhancing trainees’ development of professional expertise.","PeriodicalId":509524,"journal":{"name":"Studies in Linguistics, Culture, and FLT","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studies in Linguistics, Culture, and FLT","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.46687/wxcc7206","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

Abstract

The article focuses on the problems which trainee teachers face in reflecting on observed lessons taught by experienced teachers. Observing and discussing live and recorded lessons is part of a practical module in a Bulgarian state university run together with a course in ELT methodology, with the aim of helping trainee-teachers link theory to practice in preparation for their school-based internship. The discussion is based on the results of 74 BA and MA trainee-teachers’ written assignments of a whole video lesson observation (with the task of identifying its stages, procedures, and the rationale behind them), and a follow-up collective feedback aimed at revealing the sources of identified problems. A checklist including targeted observation foci was used for collecting quantitative data related to the elements of the lesson which were identified and correctly interpreted by the participants. Data analysis revealed no significant differences between the results of BA and MA trainees, who experienced similar difficulties in recognizing teaching techniques and interpreting teacher’s actions in terms of ELT theory, perceiving the lesson as a coherent entity, and understanding the logic of its organisation. The post observation feedback provided some insights into the problems, suggesting that they might stem from insufficient theoretical preparation and the lasting impact of trainees’ native educational culture with its traditional models of teaching; factors which might lead to conscious rejection of practices perceived as strange or inappropriate for the local teaching context. The implications of the study are linked to possible measures for overcoming the challenges and enhancing trainees’ development of professional expertise.
课程观察:超越可观察行为的挑战
文章重点论述了见习教师在反思有经验教师的观摩课时遇到的问题。在保加利亚一所国立大学中,观察和讨论现场和录制的课程是与英语语言教学法课程一起开设的实践模块的一部分,目的是帮助见习教师将理论与实践联系起来,为学校实习做准备。讨论基于 74 名学士和硕士见习教师对整堂录像课观察(任务是确定其阶段、程序及其背后的原理)的书面作业结果,以及旨在揭示所发现问题的根源的后续集体反馈。为了收集与参与者所确定并正确解释的课程要素有关的定量数据,使用了一份包括目标观察重点的核对表。数据分析显示,学士和硕士学员的结果没有明显差异,他们在识别教学技巧、根据英语语言教学理论解释教师行为、将课程视为一个连贯的整体以及理解其组织逻辑方面遇到了类似的困难。观察后的反馈意见对这些问题提供了一些启示,表明这些问题可能源于理论准备不足,以及受训者的本土教育文化及其传统教学模式的持久影响;这些因素可能导致有意识地拒绝被视为陌生或不适合当地教学环境的做法。本研究的意义与克服这些挑战和促进受训人员发展专业知识的可能措施有关。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信