Developing The Classroom Observation Process At English Language Centre In Ibra College Of Technology
The classroom observation process is considered one of the most effective tools for collecting information about the quality of the teaching and learning process in educational institutions. It also plays a key role in raising the efficiency of teachers' performance and professional growth if i...
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| Summary: | The classroom observation process is considered one of the most effective tools for collecting information about the quality of the teaching and learning process in educational institutions. It also plays a key role in raising the efficiency of teachers' performance and professional growth if it is practiced professionally. In contrast, classroom observation can cause frustration and failure for teachers if it is implemented authoritatively. Thus, it is crucial to ensure that the process is carried out professionally and by qualified observers. The study aimed first, to explore the teachers’ and administrators’ perceptions of the classroom observation process in the English Language Centre at Ibra College of Technology. The study also aimed to train administrators to perform the process of classroom observation professionally, using the relevant literature. Finally, the impact of the intervention on changing perceptions and implementation was determined. The ADDIE model was adopted as a conceptual framework, underpinned by constructivist learning theories, cognitive theory, and design-based theory as they align with the questions and objectives of the study. Data were collected from teachers and administrators in two phases, before and after the intervention using a mixed-method research approach. Questionnaires, semi-structured interviews, and observation conferences were used as data collection tools. Based on the needs identified in the pre-intervention phase, a training programme for observers was developed and implemented. After the intervention, data from teachers and observers were collected and analysed again using the same data collection tools to identify the most important changes. Qualitative data were analysed using NVivo 11, while SPSS software was used to analyse quantitative data. The study found that before the intervention the pre-observation phase of the classroom, the observation process was not applied at all and the classroom observations were solely conducted to evaluate teachers. After the intervention, participants' perceptions and implementation of the classroom observation process changed, as they considered the observation process to be held for professional development and not for evaluation. The implementation of the pre-observation stage has also become an integral part of the classroom observation process. Moreover, post-class conferences were held more effectively and professionally. Some practical implications have emerged which are the urgent need to train administrators, the need to use the note-taking method, the need to apply the non-directive approach, and the need to implement the pre-observation conference. |
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