10/05/2016
Classroom observation is key for teacher development policy around the world, but it’s time to consider more collaborative approaches, the English language teaching community has heard. Speaking at the annual IATEFL conference which was held in Birmingham this year, Monica Poulter from Cambridge English explained that classroom observation has a huge role to play, but traditional approaches can be challenging for teachers, especially where quality control as well as development is part of the process.
She explained that Cambridge English teaching qualifications include observation and are a necessary part of assessed teacher training qualifications. However, she argued that in teachers’ established classroom spaces, teachers and students often change their behaviour when being observed and find it hard to act naturally. She suggested that more consideration should be given to models in which teachers take ownership of their own CPD through, for example, team planning and team observations focusing on specific objectives for learners, or teacher-noticing activities using videoed recordings. She suggested that these kinds of activities can provide more sustainable professional development than the traditional classroom observation, which is too often a negative and stressful experience for the teacher.
Watch the recording of Monica's presentation as part of the Cambridge English Signature Event
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