The Evaluation of Classroom Observation Activities by Egyptian Science Teachers and the Wider Implications for Teacher Training

Abstract

This article describes the evaluation of different classroom observation activities used by Egyptian science teachers whilst on visits to schools in London, United Kingdom. The teachers evaluated the activities for ease of use and usefulness. The ratings they gave the activities show that it is easier to record specific observable events than make evaluative judgements. The teachers thought it more useful to work with an observation activity that allows them to see familiar events rather than to interpret strange ones. It is suggested that these results have implications for structuring programmes of observation activities for both pre-service and in-service teacher training where there may be similar difficulties in helping teachers to see events as being part of a different paradigm of classroom practice