REVISITING CLASSROOM OBSERVATION
저자
RICHARDS, JACK C. (English Education, College of Education at Chung-Ang University)
발행기관
中央大學校 韓國敎育問題硏究所(The Research Institute of Korean Education CHUNG-ANG UNIVERSITY)
학술지명
韓國敎育問題硏究所論文集(THE JOURNAL THE RESEARCH Institute of Korean Education)
권호사항
발행연도
1997
작성언어
English
KDC
370.4
자료형태
학술저널
수록면
141-155(15쪽)
제공처
소장기관
Observation of experienced teachers has always played an important role in teacher education. Traditional views of observation argue that through observing how teachers conduct their lessons, solve problems of classroom management, and interact with students, novice teachers can develop a repertoire of strategies and techniques which they can apply in their own teaching (Good & Brophy, 1987). Day (1990, 43) describes the following goals for classroom observation:
* developing a terminology for understanding and discussing the teaching process
* developing an awareness of the principles and decision making that underlie effective teaching
* distinguishing between effective and ineffective classroom practices
* identifying techniques and practices student teacher can apply to their own teaching
Observation is often based on the assumption that acquiring skill in teaching involves learning how to do things, that is, on the mastery of specific types of behaviors, and that these are observable in the lessons of good teachers. As Acheson and Gall (1987, 28) point out:
The first perspective for identifying characteristics of effective teaching is to examine what teachers do in the classroom.
Typical how to dimensions of teaching which can form the focus of observation include:
* how the teacher starts and ends a lesson
* how the teacher allots times within a lesson
* how the teachers assigns tasks to students
* how the teacher organises learning groups
* how the teacher supervises students while they are learning
* how the teacher asks questions
* how the teacher reinforces student answers
Since observation appears to be relatively simply activity to organise and one which offers immediate tangible benefits it is not surprising that it plays a core role in many ESL/EFL teacher education programs. However what we can expect to gain from observation is dependent upon how we understand the nature of teaching. While teaching would appear to be an observable phenomenon, only aspects of it in fact are observable. For example underlying such an apparently straightforward issue as the type of questions a teacher uses when exploring a topic within a lesson(e.g. whether she asked high-order or low-order questions), life more complex issues concerning such things as why the teacher opted for one type of question as opposed to another.
The ability to ask higher-order questions is a competency; clarity is not. There are times when higher-order questions are inappropriate, when the teacher who can ask them should not do so; there is no time when clarity is inappropriate. Research on teacher competencies must take account not only of how teachers behave, but when and why they behave as they do.(Medley 1979, 16).
In other words the significance of what is observed, depends on the theory of teaching (or the particular approach or methodology) the teacher holds. One teacher may subscribe to a learner-centred philosophy of teaching and believe that learners acquire a second language through engagement with meaningful interactive tasks at an appropriate level of difficulty. Hence she provides a minimum of teacher intervention during a lesson. Another teacher may believe in the need to provide learners with a structured learning program to follow. incorporating explicit grammar focused tasks Consequently both teachers classroom behaviours may differ significantly with respect to key elements of a lesson and cannot be understood without knowing the philosophy of teaching(or the maxims) the teacher is operating from. It is for this reason that when different people discuss the same lesson (e.g. a teacher, a supervisor, and a student-teacher) they often give contradictory accounts of the same event(Fanslow, 1977).
In using classroom observation in language teacher education program it is therefore necessary to go beyond a focus on the identification of the techniques and strategies experienced teachers employ and to use observation as a way of collecting information that can be used to develop a deeper understanding of how and why teachers teach the way they do and the different ways teachers approach their lessons. In this paper observation will be examined in terms of how it can assist both co-operating teachers(those who are observed) and novice teacher develop a reflective approach to teaching.
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