Observation tools are critical to the development of PSTs general and content pedagogical knowledge. In the words of one of my PST’s “I don’t know what I don’t know.” We often tell our students to “observe” their collaborating teacher, however, they don’t always know what to look for, or the information they are taking in is so vast that they are unable to decipher what they are observing. Glanz & Neville ( ) state that using observation techniques can help raise a teacher’s awareness of the behaviors happening in the classroom. They further explain that these tools are useful in sorting out the different interactions that occur within this complex environment called the classroom. As a supervisor, I have used and created observation tools for my PSTs to use. Observation tools act as filters for the PST. When they are given a specific practice or behavior to observe, the observation tool helps them focus on just that practice or behavior. It allows them to “filter out” all of the extraneous information that may otherwise hinder their focus.
A supervisor can also use observation to focus on the areas where a PST needs growth. The purpose of the observation is to provide feedback to PSTs. Nolan and Hoover (2010) discuss how supervisors can pre-conference with the PST about the upcoming lesson, collect data during a lesson, and post conference using the data collected. It is important to use the data to help direct a PST to improve on areas that need it. When working with my PSTs, I find that the pre conference is vital to the success of the observation. When the observation is successful, meaning, that quality data is collected, this helps with the setting up the success for the post conference. During the post conference it is important to have the PST participate in self- reflection. Furthermore, Nolan and Hoover (2010) stress the importance of “collaboratively recognizing and affirming a job well done (as supported by data) will serve to strengthen the teaching behaviors that have a positive impact on students’ learning” (p.45).
So can we use observational tools to help build content pedagogical knowledge? Hertzog & Rode (2011) explained how field guides help the PSTs build their content pedagogical knowledge. Through this study, it was determined that content specific field guides helped both the supervisor and the PST to focus on the components of the subject.
According to Shulman (1986) teaching is a process of comprehension and reasoning combined with transformation and reflection. Teachers must understand what they teach and why they teach it, but this is not enough. They must also be able to transform this knowledge into forms that are pedagogically powerful and adaptive to students. Observation tools can help supervisors and PSTs to help the transformation of the knowledge into a content pedagogical knowledge that positively affects student learning.
Observation tools can assist teachers and PSTs with the data they need to be truly reflective on their practice. It can also assist the supervisor to have a more focused coaching and observation cycle.
Hertzog, H., & O'Rode, N. (2011). Improving the Quality of Elementary Mathematics Student Teaching: Using Gield Support Materials to Develop Reflective Practice in Student Teachers. Teacher Education Quarterly, 89-111.
Shulman, L.S. (1986). Knowledge and Teaching: Foundations of the New Reform. Teachers, Teaching, & Teacher Education.