European Journal of Teacher Education volume:34:449-463.
Teacher observation is regarded as an essential procedure in the teacher training process. However, the vast majority of publications dealing with this issue have a top-down approach and are confined to the university world: this paper examines the views of a wide range of teachers regarding observation. 185 infant, junior, secondary, university and private language school teachers completed a questionnaire concerning the role of observation in the language classroom. The result is a decalogue of prerequisites, a how-to handbook for successful classroom observation, compiled by teachers themselves.