Pedagogical Observation

Chapter One

Theory of Teacher’s Pedagogical Preparation Sustainability

1.1. Introduction Peer observation of teaching or, as it is sometimes referred to, peer review is defined as the process of observation in which a university teacher sits in on a teaching session with the express intention of offering feedback as a critical friend. When officially implemented in a faculty or department, the constant objective is to engage a maximum number of teachers in raising their awareness to the processes, as well as, the content of teaching. The intent of this chapter which is devoted to literature is to clear up; hopefully, the opaque elements of the concept of peer observation of teaching and ultimately relate it discretely to the practical

The principles of cooperative and collaborative learning are to set learners to work together in small groups to perform tasks, with specific inputs leading to a learning situation and having a common learning goal. This quite often helps learners to launch in special discussions which help them broaden their knowledge in learning and motivate them to hear their own voices when developing their own views about various topics. Another area of learning which has become a buzz word is critical thinking, which is a collection of mental activities that include the ability to intuit, clarify, and judge. Actually critical thinking has become significant in academics due to being significant in learning. Good teachers put in practice critical thinking at every stage of the learning process of application. The key is that the teachers who foster critical thinking foster reflectiveness in learners by asking questions that stimulate thinking essential to the construction of knowledge. According to Beyer(1995) Critical thinking means making clear, reasoned judgments. While in the process of critical thinking, your thought should be reasoned and well thought out and judged. In the same stand of critical thinking experiential Learning as a consolidating process to critical thinking is an undeniably important learning strategy which has currently evoked the assumption that people learn more

This seldom gives rise to a continuous interaction with the social life’s issues. Cases also encourage students to develop logical problem solving skills. However, thanks to this, they define problems, analyse possible alternative actions and provide solutions with a rationale for their choices. In most cases, all members are present during each class and can provide different styles of interaction as well as different viewpoints depending on the prevailing teaching styles which stand on specific inputs of specific approaches..

1.4. Teaching styles: Just as people have individual learning styles teachers have teaching styles that work best for them. It is important to be aware of one’s preferences when preparing and presenting a lesson. While observing a teacher, his lesson is characterised either by being a teacher-centred course or a learner-centred one. 1.4.1.Teacher-centred