Written post observation feedback: observers’ practice and observer literacy

Observation of teaching, common to higher education teacher development schemes and teacher education programmes, aims to develop teaching practice and improve the quality of teaching and learning. However, unlike feedback to students in higher education, post observation feedback is largely ignored in higher education research, with literature focusing mostly on the observation part of the processes, despite much of the reflection, learning and development extolled in the literature most likely prompted by feedback. We analyse written feedback from tutors observing higher education lecturers on a teacher education course to uncover the topics observers address and how they express feedback. Our main finding is that although observers address common topics (teaching strategies, students, the lesson, resources, the classroom, technology, and teachers’ speaking behaviours) and perform common actions (suggestions, praise and criticism), the way written feedback is expressed varies in terms of length, form and clarity. Our findings enable us to provide insight into observers’ feedback practices and to make recommendations for observers. We also present a conceptual framework for observer feedback literacy to help observers enhance and develop their practice.