CLASS OBSERVATION AND FEEDBACK AS STRATEGIES FOR TEACHER TRAINING AND DEVELOPMENT (Atena Editora)

Abstract

The objective of this presentation is to bring an excerpt from our doctoral research, completed in 2023, which sought to analyze the possibilities of using class observation and feedback as training and pedagogical monitoring strategies for teaching professional development, in addition to understanding what difficulties the pedagogical coordinator meets (meets) to monitor teachers in the classroom and what strategies have been used by those who have managed to effectively implement this action in their routine. To produce the data, the research relied on a questionnaire that was disseminated in different territories and education departments, and answered by pedagogical coordinators from different education networks, in the five regions of Brazil; semi-structured interviews with some pedagogical coordinators selected among the respondents and with teachers who worked in the same schools; bibliographic analysis identifying related research and references from various authors who contribute to the discussion on related topics, such as Weffort (1996), Tardif (2005), Almeida and Placco (2009), Placco, Almeida and Souza (2011;2015); Ninin (2010), Fusari (2011), Marcelo and Vaillant (2012); City et al. (2014), Imbernón (2009, 2016), Reis (2011), Vasconcellos (2014) Darling-Hammond and Bransford (2019), Alarcão (2020), among others. The results obtained showed that the practice of class observation and feedback to observed teachers must not be isolated, but has greater reach and perpetuity when they are part of a public policy, involving the network as a whole. The main benefit highlighted by the participants was the training and professional development of teachers, based on the reflections brought up during the feedback, increasing the quality of the work developed and favoring greater learning for students. We also identified some difficulties encountered by the pedagogical coordinator, the main subject of the research, in the process of implementing these actions in their schools, such as, for example, the lack of support from directors and leaders of the education department, the resistance of some teachers in relation to this practice, the lack of security in providing feedback, time management and organization of the coordinator's routine, in addition to training that is not always offered sufficiently to prepare him for this pedagogical monitoring. At the end, we indicate some important aspects so that class observation can be implemented and used as a training strategy for teacher development, which we hope can contribute to other schools and other coordinators.