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

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    Authors
    O'Leary, Matt
    Issue Date
    2012
    
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    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
    O'Leary, M. (2012). Exploring the role of lesson observation in the English education system: a review of methods, models and meanings. Professional Development in Education, 38 (5), pp 791-810. doi: 10.1080/19415257.2012.693119
    Publisher
    Taylor & Francis
    Journal
    Professional Development in Education
    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
    Journal article
    Language
    en
    ISSN
    1941-5257
    1941-5265
    ae974a485f413a2113503eed53cd6c53
    10.1080/19415257.2012.693119
    Scopus Count
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    Faculty of Education, Health and Wellbeing

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