CLASSROOM OBSERVATION AND FEEDBACK
The Routledge Handbook of Language Program Development and Administration, Taylor & Francis Ltd, ss.252-261, 2025
- Yayın Türü: Kitapta Bölüm / Araştırma Kitabı
- Basım Tarihi: 2025
- Doi Numarası: 10.4324/9781003361213-24
- Yayınevi: Taylor & Francis Ltd
- Sayfa Sayıları: ss.252-261
- Boğaziçi Üniversitesi Adresli: Evet
Özet
Observation and feedback-in the format of supervision-are universally accepted as a means of assessing the classroom performance of the teacher, fostering teacher growth, supporting the curricular goals of the institution, monitoring student learning, and are an essential and lifelong part of English language teachers’ professional experiences. While observation and feedback in TESOL is surprisingly consistent across contexts, it has also remained overly stagnant and underexplored (Mann & Walsh, 2017). For instance, competing ideologies and approaches, unavoidable in the tension between evaluative and developmental purposes of supervision, cultural norms and expectations around supervisor–teacher relations, beliefs about effective feedback practices, the role of both supervisor and teacher identity, and limited opportunities for supervisors to reflect on their practice are some areas that affect teacher learning through supervision and will be explored and better understood through a focused and current survey of research in this chapter. The world of teaching has rapidly evolved and supervisory practices that were elaborated in the past can be advanced within current considerations such as critical language pedagogy and the use of technology, and expanded beyond the teacher education practicum where much prior research is situated. We know those in supervision roles share a desire to break out of ineffective feedback patterns by recognizing the complexity of observation and feedback and forming a community that brings supervision out of isolation. Supporting adult learning through feedback is becoming increasingly important. There is a growing recognition in education that simply providing more feedback is not enough-what matters is improving the way feedback is given to make it more effective and meaningful. Rethinking supervision practices can enhance the effectiveness of observation and feedback in the ELT context. Approaches such as focusing on collaborative teaching efforts, assessing learning over time, incorporating more frequent but shorter observations, and emphasizing student progress can lead to more meaningful improvements.