Our colleague Resiana Rawinda (Senior Manager, Design and Programme Readiness, Indonesia) has recently completed a Master of Arts (MA) with Distinction from Liverpool John Moores University. As part of her studies, she authored a dissertation on the topic “Indonesian primary school teachers’ experiences with post-classroom observation feedback”. We’re delighted to share a summary of this dissertation on our website and would like to congratulate Resiana on her achievement.
Summary
This study set out to evaluate the efficacy of the form and delivery of post-classroom observation feedback with the objective of improving teaching practice among primary school teachers in the Kediri Municipality of Indonesia. Through individual interviews, six primary school teachers provided insights into their perceptions of the process by noting aspects that proved effective and making suggestions for more effective feedback. The study also highlighted the instructional leadership skills and training necessary for school principals to provide more effective post-classroom observation feedback.
Key findings
Findings related to the perception of effective post-classroom observation feedback within the Indonesian context
- The primary purpose of feedback lies in its evaluative capacity and the identification of areas for improvement.
- Teachers felt that the feedback in the Indonesian context is more effectively received when it is specific, meaning that clear examples of expected practice or behaviours were provided, and delivered with empathy.
- Individuals who were unaccustomed to the rigours of frequent classroom observation, having been subjected to it only sporadically throughout their tenures, framed their perspectives of the purpose of feedback using the term ‘shortcomings’.
- Individuals who have undergone more routinised annual classroom observations, adopt a more affirmative tone, characterising feedback as a conduit for “improvement” or “development”.
Findings related post-classroom observation feedback that support the development and adoption of improved teaching practice
- The feedback given was seen as supportive of their teaching practice when it acknowledged both strengths and weaknesses.
- The participants’ experiences indicated there was a notable imbalance in the feedback dynamic, characterised by primarily one-sided input from the observers. It lacked the inclusion of personal reflections and insights from those being observed.
- The observer provided feedback without eliciting experiences or perspectives from the participants. This resulted in a lack of dialogue and mutual exchange during the feedback session.
- Although participants stated they were open to feedback, the extent to which it stimulates substantial pedagogical transformation necessitates further study.
- While principals, in their role as observers ostensibly offered balanced feedback, the lack of a standardised guideline for post-observation feedback might explain the varying levels of comprehension among school principals regarding the significance of gathering views from the teachers before offering their feedback. This exposes a fundamental gap in the system and an inadequacy in post-observation feedback protocol. Without clear directives on how feedback should be given, the process risks becoming perfunctory rather than transformative (Archer et al., 2016; Baeder, 2018; Bambrick-Santoyo, 2012).
Recommendations for future research
Possible future research on post-classroom observation feedback should consider widening its scope to test the current findings and monitoring their success in improving teaching practice. One avenue could involve examining the perspectives of school principals to understand their processes and the strategies they employ in providing post-classroom observation feedback.
You can read a more detailed summary of Resiana’s dissertation here.
