English Australia Journal : English Australia Journal 28.2
Volume 28 No 2 13 English Australia Journal teachers considered them ‘interesting’ or ‘useful’ with two commenting that they were ‘well thought out ’ and ‘challenging’. It should be noted, though, that there was some concern over the peer observation as an activity. Teacher feedback and reflections during Phase One During the program, teachers were asked to give written feedback on each activity they completed, including any changes they would make for Phase Two. In each activity, they also included written reflections on whether and to what extent it had better informed their teaching, and whether they perceived any benefits for their students, thereby providing some early evidence for whether quality of life in the classroom had been enhanced. The article discussion groups received overwhelmingly positive feedback. Responses included being reminded of teaching strategies, discussing with peers and having new ideas to take away and implement. All participants listed one or more ideas from this activity that would inform their practice. Of the four comments in the online survey, one teacher ’s comment articulated a ‘level 2’ or ‘practice level inquiry’ approach to the activity with the remaining three teachers articulating more ‘level 1’ values. The implication from the feedback is that articles included in subsequent cycles must maintain an explicit link to classroom practice and have direct theory-praxis links. Positive responses also came from teachers who participated in the peer observations; indeed, the number of teachers seeking to participate was surprisingly high, representing a dramatic turnaround from the initial ambivalence. This may be due to the inclusion of the observation as part of an integrated program, the provision of more defined procedures and outcomes, and the employment of more newly qualified teachers keen to observe their more experienced peers. Feedback indicated the value of mentoring and coaching and the development of collaborative relationships. Teachers who did not take part have expressed intentions to participate in the next cycle. The self-study module was rated highly by all teachers, as demonstrated in the comments below. I think more carefully about the texts I use and am finding more authentic materials (T5). This links to the initial survey response that this teacher was looking for ‘practical ideas to implement in teaching.’ Tasks will be more thought through and apply the listening principles mentioned in this activity. More interest in listening activities [for students] (T10). This teacher had earlier stated the desire to learn ‘more teaching skills’.
English Australia Journal 30.1
English Australia Journal 28.1