Name: Mycho S.

Alasa Course: BSEd English 4 Date: 01/09/2022

The Significance/Impact of Observation of Teaching - Learning in Actual

School Environment
Indeed, much of the impetus for the increased use of observation, and in
particular peer observation (colleagues observing each other's teaching with the
intention of improving practice), appears to stem from well-known Academic institutes
and universities initiatives driving at the enhancement of the professionalism of
teaching in higher education.
Observation of Teaching is relevant in today’s educational development. One
purpose reflects a managerial response, a desire to evaluate the quality of teaching and
is bound up in the accountability agenda within higher education. It is also relevant to
those student teachers who are observing as it can serve as their default options in
cases of extreme difficulties but it will be hard for new teachers to form new ideas or to
modify them. Through Observation of teaching, it can prompt us to remember about
our previous learning experiences then we can write our own reflection so that we can
have data and initial knowledge on where to work on later in making our portfolio. In
his landmark work on what he called "apprenticeship of observation," Lortie (1975)
described how prior experiences gave aspiring instructors a "frontstage" view of what
teaching entailed. The "backstage" perspective, which covers instructors' personal
intents, decision-making process, and reflections before to, during, and after their
classroom performance, is not available from this point of view. This may help to
explain why teachers have been shown to mimic or reject models or anti-models
(Moodie, 2016), which have been linked to emotionally poignant events. Miller and
Shifflet (2016) provided evidence for this by finding that participants referred to former
instructors both happy and unpleasant as "ghost" instructors due to the persistence of
these people in their minds. In addition to identifying positive role models, they
discovered that many participants had had terrible learning experiences. Because of
their unfavorable attitudes, they labeled some educators as "anti-models." These
beginner teachers' careers were impacted by these experiences, making it impossible
for them to employ the techniques they used.
Some prior teachers' learning experiences seemed to have been significant
enough to have an effect on their current perspectives on education and their
comprehension of what it means to be a "good" teacher. It is significant that these new
teachers have a humanistic and affective perspective on education because it
demonstrates that they see learning as both a cognitive activity and an emotional
process.

Moodie, I. (2016). The anti-apprenticeship of observation: How negative prior language

learning experience influences English language teachers’ beliefs and practices. System, 60, 29-41
Lortie, D. C. (1975). Schoolteacher: A sociological study. University of Chicago Press.