Teachers' attitudes towards classroom observations.

Autor/in	Lemut Bajec, Melita
Titel	Teachers' attitudes towards classroom observations. Paralleltitel: Stalisca uciteljev do hospitacij.
Quelle	In: CEPS journal, 16 (2026) 1, S. 253-274Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1855-9719; 2232-2647
DOI	10.25656/01:35153 10.26529/cepsj.1752
URN	urn:nbn:de:0111-pedocs-351534
Schlagwörter	Einstellung (Psychologie); Erwartung; Wahrnehmung; Lehrer; Supervision; Feedback; Unterrichtsqualität; Beobachtung; Empirische Untersuchung; Erfahrung; Unterrichtsbeobachtung; Kollege
Abstract	Classroom observations enable professional growth and are integral to upholding the academic excellence of the school. Prioritising them must become imperative. In this study, geared towards exploring teachers' attitudes towards peer and supervisory observations, the authors focused on teachers' experiences, perceptions, and expectations of observations, the pivotal criteria for effective observation, the concrete changes made in teaching practice after receiving feedback, and the evolution of teachers' attitudes towards observations throughout their professional careers. The study involved 73 teachers from three primary and one secondary school. A questionnaire was used to collect data. Through qualitative data, employing a coding technique, the authors gained valuable insights into teachers' interpretations and the development of their attitudes towards them, while quantitative data provided robust support to our descriptive findings. The study revealed a prevalent positive disposition among teachers towards observations. Their expectations focused on receiving constructive feedback, further empowering them with ideas for future work, and facilitating the process of self-reflection. Most of the changes implemented in teaching practices after receiving feedback predominantly revolve around classroom management and changes in teaching methods. However, observations are also related to supervision, bureaucracy, pressure, and stress. Despite these challenges, teachers' attitudes towards observations tend to improve over the course of their teaching careers. While both peer and supervisory observations pose challenges, peer observations emerge as more useful, notwithstanding concerns regarding subjective biases when observing colleagues. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/3