Classroom observation in second language classrooms: bridging the gap between theory and practice for pre-service and in-service teachers of Greek as an L2

Abstract

Iakovou, M. (2020). Classroom Observation in Second Language Classrooms: Bridging the gap between theory and practice for pre-service and in-service teachers of Greek as an L2.

Pre-service language teachers’ perceptions of professional learning and development resulting from Greek as a Foreign Language teaching placements

“…The findings also confirm the importance of classroom observation for pre-service teachers' education (Lasagabaster & Sierra, 2006). As reported elsewhere, participants perceived that their placements were conducive to reconsidering their preconceptions and beliefs regarding foreign language teaching, leading to a fuller understanding of the skills and attitudes required by the profession (Andria, 2020;Iakovou, 2020;Mattheoudakis, 2007). Furthermore, the present study corroborates the significance of Reflective Teaching (Schön, 1983) as part of teacher education (Escobar Urmeneta, 2010, 2013.…”

“…In view of the importance of language teacher education for future L2 Greek teachers, and the potential role of actual classroom practice in this education, the LETEGR2 (LEarning, TEaching and LEarning to Teach in Greek as an L2: Evidence from different learning contexts) research project, funded by the Greek government's General Secretariat for Research and Innovation (GSRI) and the Hellenic Foundation for Research and Innovation (HFRI), set up a pilot teacher education program. The program was based on classroom observation and practice teaching (Lasagabaster & Sierra, 2004) combined with reflective practices (for more details see Andria, 2020;Iakovou, 2020). The program was intended for (a) students on the University of Athens's MA Program in Teaching Greek as an L2; (b) pre-service teachers who carried out their placements at L2 Greek institutions abroad; and c) in-service L2 Greek teachers in Greece and abroad.…”

“…This consisted of video-recording at least one of the full class sessions they taught, viewing the video, then completing a self-assessment and reflection form. The form was designed to help less experienced teachers focus on specific aspects of the lesson such as class management, teaching strategies, teaching objectives and assessment criteria, and then come up with a plan for improvement (for more information on the self-reflection instruments and process see Andria, 2020;Iakovou, 2020).…”

Exploring the ELT Observer’s Subject Positions: Tensions, Negotiations, and Contradictions

“…Observation in English Language Teaching (ELT) has placed a historically practice situated in the paths of good English lessons and effective teaching practices. There exists vast literature on the multiple senses and usages of class observation dealing with relationships between teacher education, assessment, and teaching supervision (Nguyen & Ngo, 2022;Pastore, 2020;Iakovou, 2020;Daud, Dali, Khalid, & Fauzee, 2018;Merç, 2015).…”

“…Although the previous usages are not the only ones in which observation takes part in education, we can infer from these usages one of the main senses given to it: Classroom observation is an objective of knowledge aligned with evaluation, assessment, and correctness (O'Leary, 2020;Iakovou, 2020). This generalized way to conceive classroom observation has spawned the idea of the existence of an objective observer: someone with a trained eye and who is well-qualified to guarantee objectiveness and a good observation.…”