Here are some links to research papers about lesson observation that includes featured research from this project:
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Windsor, S., Kriewaldt., J., Nash, M., Lilja, A. & J Thornton (2020) Developing teachers: adopting observation tools that suspend judgement to stimulate evidence-informed dialogue during the teaching practicum to enrich teacher professional development, Professional Development in Education, DOI: 10.1080/19415257.2020.1712452
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This article features two case studies, one in Melbourne, Australia the other in Gothenburg, Sweden, that demonstrated how using observation tools to gather classroom evidence of teaching and learning promoted opportunities to discuss and develop professional practice. It can be accessed at https://doi.org/10.1080/19415257.2020.1712452
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Kriewaldt, J., Nash, M., Windsor, S., Thornton, J. & C Reid (2017). Ch 10, Fostering professional learning through evidence-informed mentoring dialogues in School settings. In Educating future teachers: innovative perspectives in professional experience. Editors Kriewaldt, J., Ambrosetti, A., Rorrison, D & Ros Capeness, Springer
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This chapter examines how the use of a descriptive observation tool mediates post-lesson conversations that teacher educators and mentor teachers have with preservice teachers.
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Rinsin, Tshewant (2020) Peer mentoring: A professional development tool for teachers in Bhutan. PhD Thesis, Murdoch University
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This study investigated ways in which peer mentoring featuring classroom obsevations may support the development of a professional learning community among beginning and experienced teachers in Bhutan.
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Kriewaldt, J. (2012). Reorienting teaching standards: learning from lesson study. Asia-Pacific Journal of Teacher Education, 40(1), 31-41.
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This paper outlines how lesson study can inform the use of teaching standards to shift the focus to centre on learning rather than teaching to richly inform national and international views on the use of teaching standards.
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Dulfer, N., Kriewaldt, J. & A. McKernan (2021) Using collaborative action research to enhance differentiated instruction, International Journal of Inclusive Education, DOI: 10.1080/13603116.2021.1992678
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This paper reports on a targeted professional development programme which was undertaken as a collaborative action
research project. The study’s use of a collaborative action research approach to provide teacher professional development, along with a focus on evidence using a differentiation observation instrument, were important stimuli for reflection and pedagogical experimentation. |
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Bowe, J. and Gore, J. (2017). Reassembling teacher professional development: the case for Quality Teaching Rounds. Teachers and Teaching: Theory and Practice, 23(3), 35-366.
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This article argues that bringing together approaches to teacher development that privilege collaboration, community, and context with a substantive pedagogical framework will deliver more powerful professional development that makes a substantial impact on practice and produces measurable effects. One key difference between the approach used by T3, and that used by Quality Teaching Rounds (QTR) is the approach to the discussion. In T3 all discussions following on from lesson observations are non-judgmental, whereas the QTR calls for a more critical approach.
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