Aysegul Salli: Effectiveness of post-observation meetings: A means of professional growth

Aysegul began her talk by asking us to reflect on one of our own post-observation meetings. It was provisionally concluded that it is paramount for teacher educators to share their observation goals with the observed teacher(s) beforehand if a successful post-observation exchange is to take place.

Quality feedback was defined as descriptive (rather than evaluative), specific (rather than general), focused on behaviour (rather than on the observed person), based on sharing information (rather than giving advice), digestible (rather than overwhelming). The trainer’s behaviour, Aysegul insisted, should be non-directive, developmental and collaborative rather than directive, judgemental and prescriptive.

Aysegul then briefed us about her research into teachers’ perceptions of post-observation meetings and the role of the trainer. The trainees’ responses suggested that trainers should be honest, supportive, positive, motivating, open and trustworthy. She claimed that regular classroom observations in the Cypriot teaching context produce more resourceful and better-skilled teachers, who tend to be more inclined towards learner-centred techniques than they had been before. The teachers also felt more comfortable to discuss potential problems with their colleagues.