ABSTRACT
This chapter focuses on the post-observation feedback conference which takes place after a teacher has been observed teaching a lesson by a teacher educator, mentor, supervisor, or peer. This conference can inform important decisions such as assessment (e.g. passing or failing a course), employment contracts (e.g. keeping or losing a job), salary increases and promotion. Its ubiquity, impact, and the potential opportunities for teacher development mean that the post observation conference is an important part of teachers’ lives, and merits research attention.
This chapter outlines features central to feedback, including examination of its dual purpose of development and evaluation. We discuss the potential benefits of post observation feedback, highlighting the opportunities for reflection, dialogue, development, and helping teachers join their professional community. We acknowledge the complexity and challenging nature of feedback, especially if feedback is negative. We look critically at the gatekeeping role of observers, and the assessment criteria and institutional documents which influence evaluative feedback. We suggest ways of helping teachers and observers understand and manage feedback.
Key debates and issues related to feedback are discussed and illustrated with data extracts. We interrogate models of supervision, and explore issues of power, face and identity. We extend previous literature on post observation feedback which has focused on pre-service contexts and dyadic feedback by including discussion of group feedback and feedback between experienced teachers and supervisors. We identify areas that are currently drawing researchers’ attention and areas of research that would benefit from further attention.
