ABSTRACT
Lesson observation is one of the key mechanisms though which a beginning teacher can learn to improve practice. This fact was brought home to the research team when we questioned a range of professionals – induction tutors, newly qualified teachers, head teachers and personnel in local authority professional development roles – about what constituted effective induction practices. Eighty-nine per cent of NQTs found being observed very useful for their professional development, and induction tutors and head teachers found them to be the most cost effective of all induction activities. The huge proviso, which must be placed against these findings, is that lesson observation has to be carefully planned and accompanied by skilful professional dialogue between an accomplished practitioner and the new teacher. This role is usually taken by the induction tutor, although other members of staff and induction personnel will have an important part to play.
