ABSTRACT
The lens of teacher self-efficacy is used to examine lesson observation in this chapter. A teacher’s sense of efficacy is considered to make a major contribution to their proficiency in the classroom. Exploring lesson observation from the perspective of teacher self-efficacy has highlighted the potential of lesson observations to generate valuable information to support teacher professional learning which can foster the development of their self-efficacy. It has also raised doubts about the capacity of current observation practice in England’s colleges and schools to produce the optimum conditions for developing and sustaining teachers’ efficacy in their classrooms. A framework is presented and explained as a means of stimulating thinking and encouraging discussion of how lesson observation may be used effectively to develop teachers’ perceptions of their self-efficacy.
