An investigation into perspectives on in-service classroom observation and feedback in Malta’s ELT industry

Abstract

Classroom Observations are a fundamental part of teacher evaluation and professional development in Malta’s ELT schools. This study adopted a mix-methods approach, making use of focus groups, interviews and questionnaires to uncover the attitudes and practices of teachers and Directors of Studies regarding the process of classroom observation and post observation feedback. Findings showed that while teachers understand the importance of classroom observation, there was an underlying negativity towards the process. It was found that the negativity amongst teachers stems from a fear of judgement from their observer as well as a concern for their employment. Directors of Studies reported having a mostly developmental view of classroom observations but also agreed that there was an aspect of quality assurance when needed. There was an agreement between teachers and Directors of Studies regarding preferred methods of giving post-observation feedback, that being based on discussion and useful tips and advice on how to improve practice. Due to the disconnection between teachers’ anxiety during classroom observations and their positive opinion of post observation feedback, several implications were raised, such as the implementation of observer training. Additionally, giving teachers more autonomy in their observations by carrying out pre-observation conferences as well as peer observation in ELT schools was recommended.