Teacher Development, Teacher Beliefs and Professional Development: The Value of Classroom Observations

Vuyisile Msila

Abstract


All schools need teachers who are lifelong learners, teachers who engage in on-going professional development throughout their careers. Conscientious school managers will support the professional development of their teachers on a continuous basis. There are no schools that would be able to ensure maximum performance of the learners without teacher diligence, commitment and professionalism. This study reports on the findings of an investigation where three instructional leaders worked with teachers in their schools employing classroom observations. The researcher sought to explore teacher perceptions about classroom observations. It was clear from this study that teachers who are aware of their need to change their beliefs will benefit from classroom observations. The participants agreed that classroom observation has elements which enhance teacher growth and these are mentoring and coaching aspect; making teachers critical thinkers and meaningful feedback. The participants also discovered that through effective classroom observations teachers will change their belief system for the better.

DOI: 10.5901/mjss.2014.v5n8p265


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Licenza Creative Commons
This work is licensed under Creative Commons Attribution 3.0 License.

Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

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