Teacher appraisal : the impact of observation on teachers’ classroom behaviour
Howard, Amanda Jane (2010) Teacher appraisal : the impact of observation on teachers’ classroom behaviour. PhD thesis, University of Warwick.
WRAP_THESIS_Howard_2010.pdf - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Official URL: http://webcat.warwick.ac.uk/record=b2339276~S15
This thesis is based on three English language teacher case studies located in the Middle
East where classroom discourse has been analysed in order to establish the impact that
an appraisal observer has on teachers‘ behaviour. The literature suggests that the
presence of an observer alters events in the classroom, but to date there has not been any
research into the nature of these changes which draws on transcripts of observed lessons.
Each teacher recorded a model (observed) and a pedagogic (non–observed) lesson with
similar parameters so that they could be compared, and commonalities and differences
identified. The teachers were then interviewed in order to establish their understanding
of the salient features of appraisal observations, as were three supervisors responsible for
observing teachers in similar contexts. Transcripts of the lessons were analysed using
SETT (Walsh, 2006), and the interview data was also transcribed and evaluated.
The results indicate that there are significant differences between model and pedagogic
lessons in terms of the external factors (planning, sequencing, interaction, amount of
administration, student use of L1). However, the internal factors (the features of
ongoing verbal interaction between teacher and students in the classroom) remain
fundamentally the same whether or not an observer is present, although the teacher
demonstrates greater control in a model lesson.
By analysing transcripts of classroom interaction, this research indicates what happens
in the classroom when teachers are being observed, providing data to confirm existing
claims about observer effects, and suggesting that the learner role is greater than
originally thought. The importance of observer training is identified, as well as the need
for a fundamental review of observation, encompassing all parties involved, if it is to be
a true reflection of the classroom behaviour of the teacher being observed.
|Item Type:||Thesis or Dissertation (PhD)|
|Subjects:||L Education > LB Theory and practice of education|
|Library of Congress Subject Headings (LCSH):||Observation (Educational method), English teachers -- Training of , English teachers -- Middle East, Teachers -- Rating of|
|Institution:||University of Warwick|
|Theses Department:||Centre for Applied Linguistics|
|Supervisor(s)/Advisor:||Richards, Keith, 1952-|
|Extent:||393 leaves : ill.|
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