Maria iakovou



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372703-Article Text-537024-1-10-20200729 (1)

2. Literature review 
O
ver the last three decades, classroom observation has 
emerged as a pivotal tool for measuring, assuring 
and improving the professional skills and knowledge 
base of teachers at all stages of their careers, from pre-service 
to in-service, newly qualified teachers to highly experienced 
practitioners (O’Leary, 2020). Classroom Observation, 
viewed as a way of gathering information about teaching 
(Richards & Lockhart, 2007) within a broader ethnographic 
framework, allows both observers and instructors to develop, 
improve and sustain their teaching excellence. It represents 
a medium through which the process of reflection can be 
actively nurtured in and fueled from authentic data to which 
different groups of practitioners are allowed to have joint 
access. More specifically, the model adopted by this study 
refers to a participatory classroom observation, that may be 
defined as a collaborative, reciprocal model of observation 
where ‘the observation is not regarded as an end in itself but 
as a springboard for sharing ideas and stimulating reflective 
dialogue’ (O’Leary & Price, 2017, p. 114-115). It aims at 
providing newly qualified teachers with familiarity with the 
ideas and practices of their highly experienced co-partners 
by involving both of them in a fruitful “dialogue” before and 
after the observational event. This dialogue may offer valuable 
insights for their professional development, as many studies 
conducted in different settings so far have attested (Escobar 
Urmeneta, 2010, 2013; Escobar Urmeneta & Evnitskaya, 
2013; Lieberman, 2009; Wragg, 1999).

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