Why Teachers do not Learn from Teachers: Peer Observation and Feedback Used in Professional Development

• In Event: Poster Session 6
  In Poster Session: Understanding Youth Experiences Through School-Based Research

Abstract

We assess classroom observation and feedback as an instrument designed for professional development (PD) and counseling among in-service vocational school teachers (VET teachers). Our theoretical framework refers to the concepts of situated and collaborative learning and includes features considered critical for effective PD. Firstly, we conducted problem-centered interviews with 17 school principals and 9 VET teachers of the largest vocational schools in German-speaking Switzerland. Secondly, we surveyed 300 VET teachers by means of a questionnaire. The results show that this instrument is likely to not have substantial effects on teachers’ PD in the way it is practiced. However, they reveal its confirmative and connective function. Indications of how practice has to be changed to reach intended outputs are provided.

Authors

• Patrizia Salzmann, University of Teacher Education St. Gallen

• Fritz K. Oser, University of Fribourg