Getting the practical teaching element right: A guide for literacy, numeracy and ESOL teacher educators

A guide for literacy, numeracy and ESOL teacher educators

Observations and feedback

Teaching observations range from informal observations carried about by
mentors, peers, or other teachers, to more formal observations conducted by
teacher educators, both formative and summative in nature. What is being
assessed here is, importantly, not just the trainees’ performance in the
classroom, but their planning, aims and objectives setting, materials
creation/selection, teaching techniques, response to learner need within the
classroom and their self-evaluation, both on paper and in a face to face group or
individual feedback session.

Constructive feedback on teaching practice observations is an essential part of
teacher training. Trainee teachers need clear and honest feedback to help them
reflect on their strengths and act on their weaknesses progressively as they
develop their expertise.

In group teaching practice situations, the group of peers contribute to the
feedback, with the teacher educator steering the process and saying less as the
trainees develop confidence and experience:

‘I do expect towards the end of a training group phase that as the trainer I'd be
saying very little. I'd want that kind of critical faculty developed to the point
that they could take it away and use it, with less attention from the trainer'

Trainee teachers consulted in NRDC research felt that the process of peer
feedback in training groups and microteaching sessions was invaluable for all
involved, though some did express anxiety about their own confidence and ability
to comment on others’ teaching. Feedback direct from the teacher educator was
also of clear value; over three quarters of the trainees on the courses NRDC
studied commented that observation feedback from teacher educators was the
most valuable part of their teacher training courses (Lucas et al. 2007).

Both teacher educators and trainee teachers highlighted the importance of
producing a written record for the trainee and educator to take away from the
discussion as a record and to clarify the action points for attention on the next
occasion. One teacher educator used carbon paper to produce two sets of ‘on-
the-spot’ notes so that:

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