Frequency of Informal Classroom Observation by Another Teacher
From APEC HRDWG Wiki
Teacher quality is an important aspect of any education system and although debate exists as to what exactly constitutes a teacher quality indicator, most observers agree that teacher observation is one element that relates to the quality or effectiveness of the teacher. The Trends in International Mathematics and Science Study (TIMSS) is administered to 4th and 8th grade students across various APEC economies to test student curriculum-based knowledge. The TIMSS also administers a teacher questionnaire to the teachers of the students surveyed. This questionnaire includes many items related to teacher quality, such as information on teacher classroom observation. Although not all APEC economies participate in the TIMSS, the data that is available allows for a comparison of various factors across participating APEC economies. The rest of this page contains information on the frequency of informal classroom observation of those Mathematics teachers surveyed during the 2007 TIMSS in the selected participating APEC economies.
For other information on teacher quality, please visit the Teacher Quality Portal page.
In all of the selected APEC economies, except the Russian Federation, and on average internationally, at least half of the 4th grade Mathematics teachers reported never or almost never having another teacher informally observe their classroom. In the Russian Federation 62% of the 4th grade Math teachers reported having another teacher informally observe their classroom 2 to 3 times per month. No more than 6% of the 4th grade Math teachers reported this informal observation daily or almost daily in any of the selected economies and the highest percent of teachers reporting infromal observation 1 to 3 times per week was 10% in the Russian Federation.
Similar to the 4th grade pattern, 8th grade Mathematics teachers that were surveyed in the selected APEC economies mostly reported never or almost never having another teacher informally observe their classroom. In fact, with the exception of Malaysia, the Russian Federation, and Thailand, at least 55% of the teachers of each economy reported never or almost never participating in this type of observation. The highest percent reporting informal observation 2 to 3 times per month is 61% in the Russian Federation, the highest percent reporting informal observations 9% in Thailand, and the highest percent for daily or almost daily is 6% in Japan.
(Not all of the economies are included in both graphs because of data availability).