Abstract:

Lesson observations are an established way of assessing trainee teachers’ skills and development. This study seeks to determine how effective they actually are in supporting the development of in-service trainee teachers in the lifelong learning sector. It takes a case study approach, drawing on the views of six teachers who have completed their two year initial teacher training, and the views of their tutors and mentors, and examining observation feedback forms and trainee self-evaluations to explore the process of supporting development. The findings suggest that the trainees value the observations and feel that they have a significant role in supporting their development. However, the research also suggests that there is a negative impact when observers do not undertake the process effectively. Moreover, there appears to be confusion about the purpose of lesson observations by some mentors and an inconsistency in approach. The paper goes on to recommend improvements to the observation process, in order to maximise opportunities for trainee teachers' professional development.

Keywords:

Lesson observations, initial teacher training, lifelong learning sector, development.