ABSTRACT
It has been argued in previous chapters that conventional models of classroom observation are limited in their ability to foster substantive teacher development, not to mention the shortcomings associated with their use as a method of assessment. Instead of stimulating an environment that is conducive to teachers’ open critical refl ection and self-evaluation of their work, the high stakes nature of performance management-driven models of observation often militates against this and leads to the creation of a risk-averse culture of teacher learning and the normalization of practice. Added to this, it has to be said that any model of observation that chooses to focus exclusively on either teacher or learner performance is only ever likely to be able to provide a partial account of the classroom and the intricacies of the teaching and learning process.
