Contextualizing learning walks : a continuous professional development tool for improving teacher practice at a Lebanese private school

Abstract

This case study explored the perceptions of teachers and administrators on the effectiveness of Learning Walks for improving teachers’ practice in a Lebanese private school. Teachers’ questionnaires, administrators’ questionnaires, and semi-structured interviews were conducted with administrators and teachers. Teachers and administrators from all grade levels were invited to participate in the specially designed surveys. The findings to emerge from the study include that Learning Walks lead to improvement of teacher practice and to the establishment of student-centered learning environments. The data also revealed that Learning Walks provide support and visibility, as well as collegiality between administrators and teachers by establishing relationships built on trust. Finally, the research revealed the importance of coaching and the resulting feedback for teachers’ professional development.