Master of Arts in Teaching English to Speakers of Other Languages (Master of Arts in TESOL)
Lesson observation is a very common practice all over the world. However, rarely does it look at personal and interpersonal aspects that are needed in feedback in order to develop autonomous and successful teachers. This thesis does not look deeper into what constitutes a good lesson, nor what methods are most suitable for students. Instead, it seeks to look deeper into the phenomenon of lesson observation feedback through the eyes of a teacher in order to see what aspects of lesson observation are useful and guide educators towards their development. What does a teacher need in order to find feedback beneficial and a lesson observation a non-threatening, useful part of his or her work? The focal point of this qualitative research is Lithuanian teachers and observers. They give their personal opinion and perspective while talking about their experiences concerning lesson observation feedback. This provides a meaningful and necessary opportunity to see how both sides – assessors and educators – view the same process. Exploring their real experiences and finding these answers means bringing clarity to Lithuania's current stage of development in lesson observation feedback. It also illuminates potential directions for change in order for teachers to get the most out of lesson observation feedback.
Counseling | Education | Educational Administration and Supervision | Teacher Education and Professional Development
Kerbelyte, Lina, "Feedback in the Lesson Observation Process: What Guides a Teacher Towards Development" (2018). MA TESOL Collection. 735.