Blog from peer observation session discussing case studies.
There was substantial objection to case study teacher who is perceived by fellow peer as being self-absorbed in their teaching style – based on their seemingly singular presentation of perspectives on the classroom topics. This dominant style was criticised for its oppressiveness, and lack of sensitivity concerning existing power dimensions within the hierarchical construct of the classroom.
However, good counter followed on from this objection, with some discussion on valuing the importance of teachers’ presenting themselves with their political position, in some cases almost an ethical duty to take a stand on subjects such as climate emergency or human torture for example. (Friere)
Nonetheless, this positionality was only congratulated in the context of a teacher’s intent to facilitate an atmosphere of idea exploration where students could test out their perceptions and theories of their surrounding world phenomenon.
There were comments about the case study teacher who needed to discover some joy in their own research methods processes, in order to improve teaching delivery on research methods practices. This seemed to be linked to possibly a more hermeneutic approach to research, where the connections between research aims and topics of enquiry from world reality remained strong.
Criticism of the research methods teacher with poor evaluation feedback remarks included a necessity of expanding their pedagogical repertoire with more engaging teaching methods, with wider variance in teaching style to enhance students’ access to material (relevant to widening participation). Positive comments responding to this, raised the importance of supporting teaching professionals by ensuring a balanced work life that included ongoing CPD. A general take-away here was for teachers to aim to keep their teaching fresh by supporting it with reflexive practice, and ideally with institutional support.