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

O'Leary, Matt (2012) Exploring the role of lesson observation in the English education system: a review of methods, models and meanings. Professional Development in Education. ISSN 1941-5257

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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.

Item Type: Article
Subjects: X900 Others in Education
Divisions: Faculty of Health, Education and Life Sciences > School of Education and Social Work
UoA Collections > REF2021 UoA23: Education
Depositing User: Matt O'leary
Date Deposited: 12 Oct 2018 12:27
Last Modified: 12 Oct 2018 12:27
URI: http://www.open-access.bcu.ac.uk/id/eprint/6469

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