Exploring the role of lesson observation in the English education system: a review of methods, models and meanings

2.50
Hdl Handle:
http://hdl.handle.net/2436/334769
Title:
Exploring the role of lesson observation in the English education system: a review of methods, models and meanings
Authors:
O'Leary, Matt
Abstract:
Lesson observation has a longstanding tradition in the assessment and development of new and experienced teachers in England. Over the last two decades it has progressively emerged as an important tool for measuring and improving professional practice in schools and colleges. This article reviews literature across the three education sectors (i.e. schools, further education and higher education) in order to compare and contrast the role of observation. In doing so it discusses the key themes and issues surrounding its use in each sector and identifies common and contrasting patterns. It argues that in schools and further education, observation has become increasingly associated with performance management systems; a dominant yet contested model has emerged that relies on a simplified rating scale to grade professional competence and performance, although the recent introduction of ‘lesson study’ in schools appears to offer an alternative to such practice. In higher education, however, there is limited evidence of observation being linked to the summative assessment of staff, with preferred models being peer-directed and less prescribed, allowing lecturers greater autonomy and control over its use and the opportunity to explore its potential as a means of stimulating critical reflection and professional dialogue about practice among peers.
Citation:
Exploring the role of lesson observation in the English education system: a review of methods, models and meanings 2012, 38 (5):791 Professional Development in Education
Publisher:
Taylor & Francis
Journal:
Professional Development in Education
Issue Date:
2012
URI:
http://hdl.handle.net/2436/334769
DOI:
10.1080/19415257.2012.693119
Additional Links:
http://www.tandfonline.com/doi/abs/10.1080/19415257.2012.693119
Type:
Article
Language:
en
ISSN:
1941-5257; 1941-5265
Appears in Collections:
Mentoring and Professional Development in Education

Full metadata record

DC FieldValue Language
dc.contributor.authorO'Leary, Matten_GB
dc.date.accessioned2014-11-12T15:42:29Z-
dc.date.available2014-11-12T15:42:29Z-
dc.date.issued2012-
dc.identifier.citationExploring the role of lesson observation in the English education system: a review of methods, models and meanings 2012, 38 (5):791 Professional Development in Educationen_GB
dc.identifier.issn1941-5257-
dc.identifier.issn1941-5265-
dc.identifier.doi10.1080/19415257.2012.693119-
dc.identifier.urihttp://hdl.handle.net/2436/334769-
dc.description.abstractLesson observation has a longstanding tradition in the assessment and development of new and experienced teachers in England. Over the last two decades it has progressively emerged as an important tool for measuring and improving professional practice in schools and colleges. This article reviews literature across the three education sectors (i.e. schools, further education and higher education) in order to compare and contrast the role of observation. In doing so it discusses the key themes and issues surrounding its use in each sector and identifies common and contrasting patterns. It argues that in schools and further education, observation has become increasingly associated with performance management systems; a dominant yet contested model has emerged that relies on a simplified rating scale to grade professional competence and performance, although the recent introduction of ‘lesson study’ in schools appears to offer an alternative to such practice. In higher education, however, there is limited evidence of observation being linked to the summative assessment of staff, with preferred models being peer-directed and less prescribed, allowing lecturers greater autonomy and control over its use and the opportunity to explore its potential as a means of stimulating critical reflection and professional dialogue about practice among peers.en_GB
dc.language.isoenen
dc.publisherTaylor & Francisen_GB
dc.relation.urlhttp://www.tandfonline.com/doi/abs/10.1080/19415257.2012.693119en_GB
dc.rightsArchived with thanks to Professional Development in Educationen_GB
dc.subjectlesson/classroom observationen_GB
dc.subjectprofessional developmenten_GB
dc.subjectteacher assessmenten_GB
dc.subjectperformance managementen_GB
dc.subjectlesson studyen_GB
dc.titleExploring the role of lesson observation in the English education system: a review of methods, models and meaningsen
dc.typeArticleen
dc.identifier.journalProfessional Development in Educationen_GB
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