Investigating Educators’ Perspectives on Classroom Observation and the Impact of Feedback on Professional Development
DOI:
https://doi.org/10.22159/ijoe.2024v12i6.52896Keywords:
classroom observation, feedback, professional development, observer, observeAbstract
The study’s aim was to investigate educators’ perspectives on classroom observation and the impact of feedback on professional development. Examines the role of classroom observations (COs) in evaluating teacher performance and supporting professional development (PD). Technically, COs have become a standardized element in education, enhancing teaching skills and providing a consistent framework for teacher assessment and professional development. The objective of this research is to explore the interpretation of COs as perceived by both observers and observees. It also examines their opinion on the COs process and the feedback it generates. Through questionnaires and follow-up interviews with educators from diverse backgrounds, the study seeks to understand how feedback from CO is perceived, its effectiveness in improving teaching practices, and its contribution to PD. The research addresses three main questions: how COs are structured, what strategies can improve the COs process, and the impact of feedback on teaching and professional growth. The findings offer valuable insights into optimizing COs as a tool for teacher evaluation and development.
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