he last decade has witnessed a shift of emphasis in teacher edu-

T
cation from teacher training to teacher development with teacher

educators arguing that training methods only provide teachers

with ritual teaching behavior (Maingay 1988) instead of prepar-

ing them to cope with the ever-demanding profession of teaching

in an ever-changing world. This paper describes how lesson observation can be used for

ESOL teacher development at both the preservice teacher education stage as well as at

the inservice stages.

First, a distinction will be made between teacher training and teacher development

with special reference to Cameroon. Second, an observation model for ESOL teacher

development will be suggested. Third, a new role—that of teacher developer through les-

son observation—will be assigned to the ESOL inspector.

Teacher training and teacher trainees to become agents in their own devel-
development opment, much in the same way that the scales
A distinction has been made between must be mastered before a would-be pianist is
teacher training and teacher development able to interpret a sonata.”
with respect to their conceptual framework Freeman (1989:39) defines training as a
and implementation. Teacher development is strategy for direct intervention by the collabo-
viewed as a continuous process that begins rator in the teacher’s teaching. “The interven-
with preservice teacher preparation and tion is focused on specific outcomes achieved
through a sequence of steps, within a specific
spans the entire career of the teacher (Sitham-
period of time…. It is based on the assump-
param and Dhamotharam 1992). Teacher
tion that through mastery of discrete skills,
training involves giving novices and experi-
teachers will be effective in the classroom.”
enced teachers alike “ready-made answers” as
Freeman considers development as a strategy
opposed to “allowing them to discover their
of influence and indirect intervention that
own alternatives” (Lucas 1988:42). According
comes with complex, integrated aspects of
to Davis and Plumb (1988:40) training entails teaching. These parts are idiosyncratic and
a “pre-planned” agenda set by the workplace individual. The purpose of development is for
or syllabus as opposed to an “impromptu, flex- the teacher to generate change through
ible agenda set by groups;” “needs of work- increasing or shifting his/her awareness.
place” as opposed to “personal needs;” “qual-
ification” as opposed to “career development;” Lesson observation
“leader and experts” as opposed to “peer Some of our practices regarding lesson
group;” and “standardization” as opposed to observation for training were handed down from
“innovation.” our colonial master. We need to change them.
Irvine-Niakaris and Bacigal (1992:42) see What is lesson observation, and how does
“the trainee passively undergoing a period of it relate to teacher development? Simply put,
conditioning during which the ‘dos’ and the lesson observation means sitting in on a class
‘don’ts’ of classroom practice are inculcated. and observing a teacher in action. Maingay
Only after this basic training does the teacher divides lesson observation into four categories:
trainer become concerned about empowering observation for training, observation for

30 O C T O B E R 2 0 0 3 E N G L I S H T E A C H I N G F O R U M
development, observation for assessment, and imitated by the ST resulting in what Maingay
observer development. calls “ritual teaching behavior.”
Observation for training 8. STs are rarely given a chance to try out
1. Student teachers (STs) are taught to pro- techniques that are unknown to the COOPT
duce elaborate, step by step, rigid lesson or the trainer-observer especially when this
plans, which they usually abandon as useless observer is another one of the teachers in the
and time consuming once they leave school. institution.
Typical examples include the preservice pri- 9. There is generally no COOPT to observe
mary school format designed by our primary lessons on a lesson-to-lesson basis as the
school teacher training colleges and the class teacher is often away “having other fish
American Peace Corps “six-point-lesson.” to fry.”
2. There is usually no meeting between the 10. COOPT teachers instruct STs and
observer and the teacher prior to the observa- ensure that instructions leading to condi-
tion. Sometimes there is a non-structured, tioned behavior are carried out without due
post-observation meeting and where this consideration to initiatives that the ST may
exists, data collected during the lesson may want to take.
touch on everything the observer could see. 11. Generally feedback in training is judg-
The feedback is often uni-directional in mental, firm, and directive.
Some of our
which the observer is the expert who tells the Observation for teacher development
ST what s/he did well and what s/he did poor- Having outlined the features of lesson practices regarding
ly. Some observers, often the teacher trainer, observation for training in the Cameroonian
take delight in dishing out observation data in setting, I will now turn to those that charac- lesson observation
devastating language—negative, judgmental terize lesson observation for development.
feedback that only discourages the neophyte. 1. The ST is not instructed to reproduce a for training were
3. The trainer-observer usually pops in prescribed lesson plan. Instead the ST is pro-
and out of the classroom at will; s/he seldom vided with broad guidelines and explanatory handed down
(if ever) observes a full lesson. notes justifying the inclusion of certain activ-
4. Often the trainer-observer stands out- ities based on lesson objectives. from our
side looking in on more than one lesson at a 2. Lesson observation is cyclical consist-
time by shuttling from one classroom window ing of a pre-observation meeting, the observa- colonial master.
to another. When the observer does enter a tion itself, and a post-observation meeting.
classroom, s/he either takes the ST’s lesson 3. There is always a COOPT—usually the We need to
plan and walks out or sits in briefly before
class teacher—fulfilling the role of a teaching
walking out. change them.
partner.
5. The trainer-observer may interrupt
4. The lesson observer is a full partner in
ongoing lessons at will without any prior
the TP exercise; s/he is punctual, sits in dur-
agreement with the ST as to when and how
ing the entire lesson, taking notes (data) on
s/he may intervene.1
the goals/targets set at the pre-observation
6. There are generally no records/reports
discussion.
kept on STs during teaching practice (TP).
5. The observer does not intervene during
Evaluation is based solely on one or two
the lesson unless the whens and the hows have
lessons taught under examination conditions
been agreed upon during the pre-observation
with one or more examiners determining the
meeting.
fate of the candidate. There are few clearly
6. The observer, if a COOPT, writes a sum-
defined objective criteria for grading these
lessons. marative report on the ST, counting toward the
7. Demonstration lessons, a vital element final assessment of the ST.
of training, often given by the trainer or the 7. The observer and ST hold pre- and post-
cooperating teacher (COOPT) are meant to be observation meetings. Pre-observation meet-
ings are held well ahead of the lesson so as to
provide enough time for the ST to make nec-
1. As a pupil in a practicing school some 35 years essary lesson plan adjustments, additions,
ago, I saw, to my greatest astonishment, a teacher trainer
seize chalk from a trainee after shouting insults at him in and refinements. Post-observation meetings
a manner typical of a haughty colonial inspector, contin- are held (preferably) immediately after the
ue the lesson, leaving the trainee utterly flabbergasted
before us, his pupils. lesson has been observed.

E N G L I S H T E A C H I N G F O R U M O C T O B E R 2 0 0 3 31
 8. Demonstration lessons are given when-
ever the need is felt. Such demonstration
lessons, especially in inservice programmes,
are considered as options/alternatives among
many. In that sense, they are considered
model lessons to be imitated.
9. Feedback is given in the most objec-
tive manner possible as the observer tries to
avoid being judgmental.
10. The COOPT is a facilitator and
remains supportive and a full partner in the
education process.
11. The observer, if a COOPT, hands over
his/her entire class to the ST as early as pos-
sible and continues to work with the ST as
described in 4.
12. The COOPT encourages the ST to
experiment with new techniques or ideas. 1 Pre-observation meetings: devoted to setting targets for the
13. A record file is kept on the ST’s gener- lesson observation.
2 Observation proper: devoted to collecting data on set targets.
al conduct and work during the TP and con-
stitutes the core of the summarative report to 3 Looking back at the lessons taught through data collected
and planning for future action.
be written by the COOPT at the end of the
practicum. The report is of paramount impor-
tance in determining whether or not the ST is revise the lesson plan or other aspects of the
qualified for certification. Where a practical class before the lesson is taught.
teaching examination is required, the ST is Pre-observation meetings are the time
called upon to teach several lessons and is when the teacher and the observer can agree
examined by a panel comprising the COOPT, upon issues such as the observer’s interven-
the teacher trainer, and a person from the tion during the lesson proper. Some teachers
Ministry of Education, the school board, or do not want intervention but others do. Peer
the department of teacher education. Clearly teaching roles can also be discussed and
defined criteria are used by the examiners for assigned. The observer may refer the ST to
the assessment of the ST. relevant literature that may help in lesson
planning and execution. S/he may also help
The cyclical supervisory model the ST get access to specialized libraries
of lesson observation which would otherwise have been impossible.
The cyclical supervisory model (see dia- The second phase of the clinical supervi-
gram above) consists of the same three phases sory model is the observation of the lesson
of the teacher development model. During the itself. At this stage, the observer focuses
pre-observation meeting, the observer (who strictly on the targets set at the pre-observa-
may be the ST’s colleague, the ESOL inspec- tion meeting and collects relevant data for the
tor, or a teacher educator) and the teacher teacher’s attention. The data thus collected
himself/herself set a limited number of profes- constitute a vital part of the content of the ST’s
sional targets. These may be any aspect(s) of teaching profile.
the lesson that the ST inservice trainer would The third and final phase of the cyclical
like the observer to target. Depending upon supervisory model is the post-observation
the needs of a particular ST/teacher, both the meeting at which the teacher and observer
observer and the teacher may choose to run look back at the lesson and the data gathered.
through a checklist established for this pur- Another controversial issue is how feedback
pose consisting essentially of the following: should be given during this phase of observa-
lesson topic, lesson content, objectives, mate- tion. Some teacher educators suggest that
rials, prerequisite learning, lesson develop- data should be presented in the most non-
ment, closure, student evaluation, etc. It is judgemental manner possible giving the
vital to hold this meeting well in advance of teacher the opportunity to analyze the data
the observation to enable the teacher or ST to and to make decisions as to its significance.

32 O C T O B E R 2 0 0 3 E N G L I S H T E A C H I N G F O R U M
Others suggest that positive feedback should What I see as necessary in inservice develop-
be given to create a good climate for further ment programs is for the inspector to take on
discussion of the lesson, and to give the ST a a more humane role.
sense of accomplishment. Still, others say that In some countries of Francophone Africa,
the good points of the lesson should be point- the Ministry Education prescribes the text-
ed out to the teacher while the bad ones books for use at primary and secondary
should be given in the form of suggestions for schools. It is usually the subject inspector
improvement. There are some who say that who selects these texts from among the many
the trainer/observer should not be hypocriti- available on the academic market. These
cal and should tell the trainee what s/he did texts and their methodologies should be intro-
right or wrong in a direct manner. duced to the teachers through national and
My own position on giving feedback to STs regional seminars by the ESOL inspectors.
during post-observation meetings is simply to Where demonstration lessons are needed the
be eclectic for the simple reason that no sin- clinical supervision model is recommended.
gle procedure will cover all teaching situa- Since the participants would normally be
tions across all cultures. In some situations, inservice teachers, post-observation discus-
telling the ST directly and firmly what to do sion may explore alternative procedures, or
and what not to do may be the only acceptable techniques.
way, but in others this may be rejected for fear The ESOL inspector should go to the
of encouraging dependency. In some contexts, schools where teachers have no formal profes-
dialogue journals kept by the ST and shared sional education. In such schools, workshops
with the observer are the most efficient way of and demonstration lessons can be given, and
giving feedback.2 real lessons should be observed under the
Whatever the approach adopted, the goal leadership of the inspector. Where this is not
is to make the teacher an independent deci- possible, the inspector should invite or rec-
sion maker at all times. The means to achieve ommend such teachers to attend seminars on
this ideal may differ from setting to setting but topics that would be of particular interest to
this goal is primary. them.

The role of the ESOL inspector Lesson observation by peers

In Cameroon, the Inspector of Education is In some school systems, there exist sub-
the direct representative of the Ministry of ject heads or department chairpersons whose
role includes coordinating examinations and
Education. The inspector’s responsibility is to
keeping official records. This official role can
ensure the strict implementation of laws and
be extended to embrace teacher development
regulations on educational matters and policy
as well. Colleagues less fortunate in terms of
as stipulated by the state, country, board, com-
professional training can be helped within
munity, etc. Inspectors write reports which
the department with the chairperson playing
determine whether or not teachers deserve the roles of coordinator, demonstrator, orga-
promotion, salary increment, suspension, or nizer, etc.
even dismissal. The inspector’s reports say It is within ESOL departments that teacher
unequivocally what s/he considered the development through peer train-
teacher did right or wrong, and state what the ing/development/observation can be effec-
teacher should do in subsequent lessons. The tively carried out. In this regard, the proce-
report usually carries a grade. The inspector dure for peer observation, recently
is respected by some and dreaded by many. recommended by Richards and Lockhart
(1991–1992), may be adopted.
2. Dialogue journals can be directed or non-directed/ This procedure is patterned, in part, on the
open. In a non-directed or open dialogue journal, the stu- clinical supervision model. At the pre-observa-
dent teacher pursues any topic of his/her choice. Ques-
tions on suitability of materials, class participation, spe- tion orientation session, teachers meet and dis-
cific techniques, etc. can be asked by the student teacher cuss exactly the kind of lesson, methods,
and answered by the supervisor/trainer. In directed jour- techniques, classes, etc. they would like to
nals, students are assigned topics to explore. The assign-
ment may be traditional, in which the trainer gives the watch, whether in groups or on a teacher-to-
topics, and student-teachers produce texts. Sometimes teacher basis. Once these preliminaries are
the topics are set by the student teachers themselves
(Winer & Steffensen 1992:23.) decided upon, then the teachers discuss what

E N G L I S H T E A C H I N G F O R U M O C T O B E R 2 0 0 3 33
 Lesson Observation… Tenjoh-Okwen
continued from page 33

the teacher observer has to look for during a ———. 1989. Teacher training, development and
lesson. The teacher to be observed then decision-making. TESOL Quarterly, 23, 1, pp.
assigns the observer a goal for the observa- 27–47.
tion. At the post-observation meeting, the Irvine-Niakaris, C, and S. C. Bacigal. 1992. How
can the trainer promote teacher development?
observer reports on the data collected and English Teaching Forum, 30, 1, pp. 42–43.
discusses them objectively. Lucas, C. l988. A model for teacher development
In settings where inspectors are appointed in a large EFL institution. IATEFL Newsletter,
on the basis of some nepotistic, tribal, region- 100, p. 42.
al or linguistic criteria, development is Maingay, P. 1988. Observation for training, devel-
severely handicapped. But in settings where opment or assessment? In Explorations in
inspectors and school administrators are teacher training: problems and issues, ed. by T.
Duff, London: Longman Group UK LTD.
appointed from among the most qualified and
Richards, J. C., and C. Lockhart, C. 1991–1992.
experienced professionals—where teachers, Teacher development through peer observation.
student-teachers, inspectors, pupils, and TESOL Journal, 1, 2, pp. 7–10.
school administrators are considered equal Sithamparam, S., and M. Dhamotharam, 1992.
partners in teacher development—the frame- Peer networking: Towards self-direction in
work for teacher development presented in teacher development. English Teaching Forum,
this paper can contribute immensely to the 30, 1, pp. 12–15.
Tenjoh-Okwen, T. l992. Teaching practice: A part-
quality of English language teaching.
nership. Paper presented at the University of
Regional University of Yaounde.
References
Winer, L., and M. S. Steffensen. 1992. Cross-cul-
Brinton, M. D., G. A. Holden, and T. M. Goodwin. tural peer dialogue journals in ESOL teacher
1993. Responding to dialogue journals in education. TESOL Journal, 1, 3, pp. 23–27.
teacher preparation. What’s effective? TESOL
Woodward, T. 1992. Ways of training: Recipes for
Journal, 2, 4, pp. 15–19.
teacher training. Singapore: Pilgrims Longman.
Davis, P. and K. Plumb, l988. Teacher develop-
ment for teachers not trainers. IATEFL Newslet-
ter, 100, p. 40.
Freeman, D. 1982. Observing teachers: Three
approaches to in-service training and develop- This article was originally published in the
ments. TESOL Quarterly, 16, 1, pp. 21–28. April 1996 issue.

E N G L I S H T E A C H I N G F O R U M O C T O B E R 2 0 0 3 13