ENALLT

Curso de Formación de Profesores de Lenguas – Culturas

OPP
Vargas Zúñiga Diana Paola

Observation for Training, Development or Assessment?

This article written by Peter Maingay consists of recognizing that observation’s aim is that
one of identifying and differentiating between “ritual teaching behaviour” and “principled
teaching behaviour” in teaching. In the introduction of the article, Maingay distinguishes
between “ritual teaching behaviour”, refering to the teaching that has become divorced
from the principles that lie behind it; this behaviour reveals that the teacher is no longer
aware of the principles that underlie the decisions he/she makes in his/her teaching.
Whereas, “principled teaching behaviour” describes teaching where teacher is aware of the
principles that imply teacher’s decision making.
Therefore, the role of an observer in the classroom is not only to collect specific data
for an specific purpose, but to help teachers reflect about what they do and why they do it.
Besides, Maingay highlights the four main reasons for observing.
First, he describes the observation for training purposes, in which trainees are
observed trying out some of the procedures they themselves have observed or been told
about; therefore, they will receive directive feedback where they will be told about what
they are doing right or wrong.
Second, is the observation for assessment purposes, in which some type of
assessment is involved either pre-service or in-service, although the context may vary.
Third, refers to observation for development purposes, in which in-service teachers
will be re-examinig what has been taken for granted. In this kind of observation, the
observer may provide less directive feedback, prioritizing guidance, suggestions, and
exchange of ideas with the observed theacher. The aim of this observation is to lead the
teacher towards self-appraisal so that he/she can stand on his/her own.
 Lastly, the autor places observation for observer development purposes, in which
the observer reflects on teaching from the observed during the lesson that was of value. In
this kind of observation feedback will be informal and is only likely to happen among peers.
Nevertheless, Maingay mentions that observations are rarely pure and simple, and
they usually tend to overlap; although all observations should contain elements of
development for the observed teacher.
In his article, the autor focuses mainly on observation for training and development,
and observation for assessment.
In the first place, Maingay explains that observation for training and development,
usually overlap because observation for training should include the basis of observation for
development. Teacher trainees often involve teachers in imitating recipes, and establish
rituals that help them overcome the present circumstances; this rituals should not be
allowed to set into fossilized teaching behaviour , that is why an observer has to start trainee
teachers off on a developmental path.
In the second place, there is observation for assessment, which may have two
effects: to make the teacher feel threatened and nervous so the lesson will be a one-off
display, and to influence the trainer’s and the trainee’s perception of the requirements of
the practical assessment.
Regarding the first effect, an additional presence in the group will alter its behaviour,
hence, observers must find ways to reduce the effects of their presence.
In relation to the second effect, it is important that observers take into account that
lessons are not isolated events, they are part of a process. Therefore, observation should
be of sequences of lessons, just like assessment should run through a course and not until
the end of it. Of course, tension spread over a long period will reduce, combined with the
observed teacher’s knowledge that everything is being taken into account, not just the skills
displayed in a class.