Using lesson observation to support teachers’ professional development
Lindsay examined a range of strategies to enhance how Year 10 Students perceive the role of ‘mistakes’ in GCSE Product Design. 12 volunteers each had 3 lesson observation cycles, after each of which feedback was gathered. Feedback was analysed for: how positive the observation experience had been; the level of clarity of participants’ self-determined TDP focus; whether any actions/ strategies were leading to professional learning. Lindsay concludes that observation practice is valuable and can have positive impacts, but that more thought needs to go into the processes for selecting teaching focus.