A theoretical framework
Classroom Observation Tasks offers practical materials to help make observation a learning tool by which teachers may learn and develop. Underlying these materials there is a theoretical framework, which might best be expressed as a number of guiding principles or tenets. These are detailed below under five headings:
A model of teacher development
The nature of help
The importance of the classroom
The 'trainability' of observation skills S. The importance of task-based experience.
1 A MODEL OF TEACHER DEVELOPMENT
The model that guides the thinking and design of tasks in this book is that of the reflective practitioner (Schon 1983; Richards and Nunan 1990; Bartlett 1990), that is, a teacher who is discovering more about their own teaching by seeking to understand the processes of teaching and learning in their own and others' classrooms. This model has a number of key features which are worthy of description.
The model is built on an 'asset' rather than a 'deficit' premise: teachers bring to their own development a whole host of skills and experiences that will serve them. Likewise, the process of learning is an active, not a passive one: the teacher is actively reflecting and exploring, not, as it were, 'being developed' by someone else whose job might be to provide assessment and answers (Richards 1989).
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