EFL Teachers' Perspectives Regarding Teacher Development Through Classroom Observation and Feedback in Central Mexico

 

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EFL teachers’ perspectives regarding teacher development through classroom observation and feedback in central Mexico Valeria Márquez Arellano BA 1, M. Martha Lengeling, PhD 2   Abstract  –  This  Abstract    This article examines how five English as a foreign language (EFL) teachers in a private language institute in central Mexico perceive the use of classroom observation and feedback from the observation as part of a teacher development program. This small-scale researc research h project is qualitative in nature and a case study. The data was collected via audio-taped feedback sessions, interviews and a focus group. Once the data was analyzed, it revealed how the use of feedback from the observations influenced in the professional development of the teachers. Moreover, teachers improved their practices in the classroom and their perceptions regarding the use of these techniques changed.   Furthermore, this article also sheds light on how teachers see their teacher development as well as challenges that may be encountered while using observations and feedback sessions.  Finally, this research is of interest to administrators, coordinators and teachers who work in the area of teacher development.  Keywords    –   Keywords –  feedback,  feedback, observation, teacher training, teacher development.

Introduction This article is intended to explore how English as a foreign language (EFL) teachers perceive the use of feedback from classroom observations in a training program offered to the teachers in a language institute. The structure of this article is as follows: introduction, literature review to explore and to understand different academic concepts, the methodology which guided the qualitative research, an analysis of the data collected and conclusions. Literature review The basis for this research includes two terms which are observation observation and feedback. Both are often used together, and these two terms are connected with the outcome of possible teacher development and teacher training. Many schools have adopted the use of classroom observation and feedback to provide teachers with tools which will  benefit their practices practices as well well as their ffuture uture teacher development. development. However However,, teachers do not not always achieve achieve this expected outcome due to different reasons. Observations are used “as a tool to support understanding and development” (Malderez, 2003, (Malderez, 2003, p.179). After the classroom observation is carried out, the observer provides feedback to the teacher. This feedback is usually usually a conversation or dialogue whe where re input of constructive sug suggestions gestions or noticed areas to improve upon or positive teaching aspects are given. Both techniques are often used in education as means to influence or accomplish teacher development. Regarding the two terms of teacher development and teacher training, we need to differentiate between the two concepts to understand how they are linked in the process of this research. First, tteacher eacher development “should be innovation-related, innovation-relate d, continuous during the course of implementati implementation, on, and involve a variety of formal (e.g. workshops) and informal (e.g. teacher-exchange) teacher- exchange) components” (Fullan & Hargreaves, 2014, p. 2). Whereas Scales, Wolsey, Lenski, Smetana, Yoder, Dobler, Grisham, Grisham, and Young (2018) explain that teacher training as “when programs treat course content as the only way or the right way to teach, then they are training technicians to reproduce their learning

as clones” (p. 18). Therefore, teacher Therefore, teacher development is a continuous, more formal process whereas teacher training can  be considered more an acquisition of skills. For this research the the program of obse observation rvation and feedbac feedback k could be considered teacher training with the objective of teacher development. To conduct this research there was a need to observe teachers in their natural setting; this provides teachers with feedback in order to help them in different areas where they felt some need of improvement. Therefore, the use of classroom observation and feedback are a means to accomplish teacher development since observation and feedback are two techniques for teacher training. Zaare (2013) explains that in this sense “observation can be seen as an important means for developing as a teacher ” (p. 606). Although, the impact of these observations can be higher when the teacher has less than five years of experience due to the fact that he/she seeks for tools to improve. In addition to this, Zaare (2013) also argues that “major goals of classroom observation are preparing beginning teachers with enough skills and knowledge to improve their teaching continuously through analysis and reflection reflection””

1

 Lic. Valeria Márquez Arellano is an MA student in Applied Linguistics in English Language Teaching at the University of [email protected]   Guanajuato, [email protected] Guanajuato,  2

 Dr. Martha Lengeling is a professor/researcher at the University of Guanajuato and is Valeria’s thesis director ,

[email protected] [email protected]  

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(p. 606). Thus, constant and appropriate use of observation and feedback may result in the improvement and development of the teacher.  Nevertheless, to to promote teacher development wit with h the use observa observation tion and feedback, it it must be ment mentioned ioned that the use of feedback, and how it is given may result in a positive or negative outcome. Martinez, Taut & Schaaf, (2016) discuss that “formatively focused systems address how best to provide feedback to teachers from the evidence collected through observation in order to help them improve their practice” (p. 27). Thus, 27). Thus, it is important that the observer is prepared in order to provide teachers with useful and meaningful feedback; otherwise, the use of such techniques will not have much impact or influence on teacher development or may result in a negative outcome. Also, to the provide teachers with feedback there should be a where prior observation see the in on action in order to observe practices of the teacher and explore the areas the teacher to might needteacher to work or the areas where the teacher works well. Furthermore, the use of observation facilitates the process of preparing feedback with supported evidence. Boud and Molloy (2013) explain that some strategies to improve the delivery of feedback are in terms of engaging participants in feedback. That is in the notion that they are central to this learning process; moreover, the observer needs to be sensitive to motivate the participants to change their behavior as well as to trigger noticing. These considerations are important to provide teachers with useful feedback, and hence to promote a change in their perspectives regarding the use of classroom observation and feedback as well as to promote teacher development. Methodology and participants This small-scale case study used a qualitative paradigm to explore the perspective of teachers. Richards (2003) defines what qualitative research is with the following characteristics characteristics:: ““study study human actors in natural settings, in the context of their ordinary, everyday world ””;; “seek to understand the meanings and significance of these actions from the perspective the perspective of those those involved”; and “usually focus on a small number o off (possibly just one) individuals, groups or settings” (p. settings” (p. 10). Whereas Dörnyei (2007) presents it as “data collection procedures that result primarily in open-ended, non-numerical data which is then analysed primarily by non-statistical non- statistical methods” (p. 24). 24). Hence, qualitative paradigm is provided with methods and techniques which facilitate the collection of data for the purpose of this study. Based upon this choice of qualitative research, the method of case study was also chosen. The reason for this was because all of the participants shared similar characterist characteristics. ics. M Moreover, oreover, it also “facilitates “facilitates exploration of a  phenomenon within its context usin using g a variety of d data ata sources sources”” (Baxter & Jack, 2008, p. 544). The context of this study was a language institute where the participants all worked. Another characteristic was that the participants were novice Mexican teachers who attended the teacher training program. Concerning the techniques, there were five: 1) semi-structured interviews; interviews; 2) classroom observations and ethnographic ethnographic notes; 3) audio-taped feedback sessions; 4) feedback format; and 5) a focus group. With reference to how the techniques were used, semi-structured semi-structured interviews were first carried out to have a general overview of the academic background, teaching experience of the participants, and areas in which the  participants wanted wanted the observations observations to address personally personally for each one. These referred to areas in which which the  participant wanted wanted to improve on in their teaching teaching practice. Cl Classroom assroom observations observations were next ca carried rried out with with the use of ethnographic notes in order to observe the participant and move on to the next stage of feedback. The feedback session was audiotaped, and a feedback format was used to gather data. This same process was followed three times to see if there was an improvement in their practices after each feedback session. At the end of the three classroom observations and feedback sessions, a focus group was conducted to finalize the observations and to collect data on the perspectives of the participants regarding the observations and feedback sessions. This focus group was aimed to explore how the participants viewed their teacher development and the teacher training program. Concerning the participants, they were five EFL teachers who worked in the same private language institute in Leon, Guanajuato. The participants were novice teachers and had experience working with kids, teenagers and adults. In addition to this, they are all non-native speakers and they all have either the Test of English as a Foreign Language (TOEFL) or a diagnostic test of the TOEFL since it is part of the requirements of the language institution. Table 1 provides information regarding the participants for the readers to know their academic background, years of teaching experience, and their pseudonyms. The pseudonyms were provided to protect the identity of the  participants.

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Pseudonym Katherine Coraline

Academic background BA in Spanish BA in Spanish

Years of experience 10 months 1 year

Baruc

BA in Philosophy (currently studying)

2 years (1 year for social service)

2012

 

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BA in Tourism Postgraduate in Public Relations Peter BA in Journalism Table 1. Participants of the study. Karime

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10 months 2 years

The codes used for the data included the pseudonyms and the initials for the feedback session (FS) and the number of 1 to 3 for the session of the observation, or the initials for the focus group (FG). An example of this is: Katherine-FS1 Katherine-FS 1 or Katherine-FG. Katherine-FG. Dataemerged. analysis  Due to the limited space for this article two The data was analyzed, and a variety of themes themes will be presented: 1) perspectives of observation and feedback: previous observations and observations and feedback; 2) how the participants view the English language teaching profession and their future teacher development. Regarding the participants’ perspective, the perspective, the participants provide their views as to how they are observed and how they have to carry out the classes to be observed. They explain that in their cases the use of classroom observation is seen as part of their evaluation and their permanence in the language center.  I always have to to write the objectives on the board, because at the end of the day what we sell are objectives […] I would like to do other activities or dynamics but I have to follow the institutional planner or I will get a very bad score in my evaluation and they will fire me. (Katherine-FS1) The activities are not linked, and it is frustrating, but I have to follow the planner. They observe us through the cameras, and that is part of our evaluation. (Baruc-FS1)

The institute coordinator explained that a list is used to see if the teachers follow what the planner says instead of evaluating the teacher in action. Also, people in charge of quality control have access to the cameras and check whether teachers follow the institutional lesson plan or not. In this case, the teachers have to write at the  beginning of the class the object objectives ives and the act activities ivities that are already standardiz standardized. ed. If the tea teacher cher does not follow follow any of these requirements while being observed, they may lose their job. As a result, rather than seeing observation and feedback as a means to improve, they perceive them as a requirement to continue working in the language center. In contrast to their first feedback session, during the focus group participants were asked about how they felt during the observations, how they perceived them, if they found them useful, and if they were able to notice other aspects besides the ones they asked to look at. In the following data, participants were asked how they saw their previous observations in comparison to the observations that were carried out for this research. The difference is that they (the previous observations) did not include any admonition. On the contrary, there was positive feedback. (Karime-FG) For me, the most notorious difference that I observed was the feedback you gave me at the end of the observation and the questions you asked me. (Coraline-FG) Sometimes, we only receive comments from the feedback. But with you it was different because somehow, we reflected on what we did well or badly with your questions. And that is better; so we, as teachers, notice what we did well, badly or what we could improve on. (Peter-FG) Your comments helped me identify which aspects of my class I can improve, as well as seeing my class  from the perspective perspective of an outsi outsider. der. (Coraline-F (Coraline-FG) G)

Contrary to the first feedback session, teachers seemed to have perceived a greater difference regarding the use of classroom observation and feedback. As the data shows, one change for them was the use of feedback since they perceived it as positive. Furthermore, the way feedback was given seemed to trigger teacher reflection. One may wonder what their previous observations were like before these observations. In order to have teachers reflect about their practices, some questions were included in the feedback format; therefore, feedback came from the teacher rather than the observer. These questions were used to elicit more from the teacher participants regarding their reflection.

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The next theme is concerned with how the participants view the EFL teaching profession. This included how they see their future teacher development and what they will or will not do. Teaching is not my BA and I do not have any interest to study a BA or MA related to this. However, I do want to continue as a teacher here or in another language center. (Peter-FG)  I studied Spanish and we had some classes which ffocus ocus on teaching. But But to be honest, it is not my intention to professionally develop in this area. (Coraline-FG)  Me personally, I do want to w work ork in the area of education. I currently study the BA in Philosophy Philosophy and my intention is to work as an ethics and philosophy teacher in high schools. (Baruc-FG)

These answers may represent how teachers see the profession and their future in it. Therefore, short-term classroom observations and feedback seemed to have some influence on the improvement of the practices of teachers; however, teacher development seemed not to be accomplished in most cases. In this case, most teachers do not see themselves as teachers in the future; in contrast they see themselves working on something more related to what they studied. However, teachers’ perceptions regarding regarding the use of these techniques seemed to have significantly changed according to their responses. Therefore, continuity on this practice may trigger more teacher development. Conclusion To sum up, this small-scale research explores how EFL novice teachers’ teachers’ perspectives regarding perspectives regarding teacher development may change in relation to observation and feedback. Classroom observation and feedback help make sense of what the teacher understands as effective teaching and how they see their teaching practice. From the data, it  became clear that that the role of tthe he person who obs observes erves and gives fe feedback edback is import important. ant. A nonjudgme nonjudgmental ntal stance is needed so that reflection may be fostered. Also, the novice teachers tended to have better outcomes when it came to useful and meaningful feedback. The participants appeared to appreciate the observations, feedback and reflection  based upon the data they provided. O Often ften novice teachers teachers seem to look for tools which can help them improve, and thus they are possibly more willing to receive feedback. Perhaps this is because they faced experiences of reflection. Some findings of this research are in regard to how teachers see the profession. Novice teachers explained in the data how they view their future within the profession and what they will or will not do. Surprisingly, the  participants did not seem to be motivated to p pursue ursue a degree prog program. ram. It appeare appeared d they view their their profession as a job they had to perform. This lack of motivation may indicate how they see the EFL profession. Perhaps they are waiting for something better to come along in their lives. Yet, it is important to remember that the participants are novice teachers, and this may change with time. While the participants enjoyed the observations and feedback, they did not seem to want to pursue a higher level of education for them in the area of English language teaching Other areas to explore for future research projects may include researching how teachers view the use of observations and feedback before they are implemented and then after the fact how they see these two. Even when this research paid close attention to the effects and perceptions of teachers regarding observation and feedback, more research can be done and applied to contribute in the area of teacher development with more time. Research could be

carried out to see how novice versus more experienced teachers view observation and feedback. To conclude, this small-scale research is of interest for teachers, trainers, and administrators. Finally, this research provides the reader with teachers’ perspectives of observation and feedback in regard to their teacher development if observations and feedback are given in an appropriate way which encourages reflection. This is of importance for teachers, administrators and coordinators, all who work with novice teachers. References Baxter, P., & Jack, S. “Qualitative case study methodology: Study design and impleme ntation for novice researchers. The Qualitative from https://nsuworks.nova.edu/tqr/vol13/iss4/2  Report , 13(4), 544-559, 2008. Retrieved from  Boud, D., & Molloy, E. Feedback in higher and professional education: Understanding it and doing it well . London, UK: Routledge, 2013. Dörnyei, Z. Research methods in applied linguistics: quantitative, quantitative, qualitative, and mixed methodolog methodologies. ies.  Oxford, UK: Oxford University Press, 2007. Fullan, M., & Hargreaves, A. Teacher development and educational change. London, UK: Routledge Falmer, 2014. Malderez, A. Observation. ELT Journal,57 (2), (2), 179-181, 2003. doi:10.1093/elt/57.2.179

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Martinez, F., Taut, S., & Schaaf, K. “Classroom observation for evaluating and improving teaching: An international perspective.” perspective. ” Studies in  Educational Evaluation, 49, 15-29, 2016. doi: 10.1016/j.stueduc.20 10.1016/j.stueduc.2016.03.002 16.03.002 Richards, K. Qualitative inquiry in TESOL. New York, NY: Palgrave Macmillan, 2003. Scales, R. Q., Wolsey, T. D., Lenski, S., Smetana, L., Yoder, K. K., Dobler, E., Grisham, D. L., & Young, J. R. “Are we preparing or training teachers? Developing professional judgment in and beyond teacher preparation programs.” programs. ” Journal  Journal of Teacher Education, 69(1), 7 – 21, 21, 2018. doi: 10.1177/0022487117702584 Zaare, M. “An investigation into the effect of classroom observation on teaching methodology.” methodology.” Procedia - Social and Behavioral Sciences , 70, 605-614, 2013. doi: 10.1016/j.sbspro.2013.01.099 10.1016/j.sbspro.2013.01.099

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