The six-category intervention analysis: a classroom observation reference

Abstract

This study discusses the importance of the post-observation session in teacher development. It primarily looks at the intervention types that observers employ in comparison to the intervention types that the observed teachers prefer. The study bases its discussion on Heron's six-category intervention analysis, which is a framework for interpersonal relationships, especially in terms of guidance and supervision. The results suggest that observers, who are usually the coordinators, administrators, or teacher trainers, engage in facilitative intervention modes when giving feedback during the post-observation session, thus avoiding authoritative intervention types as much as possible. However, the findings based on teacher replies suggest that many of the teachers also prefer to receive informative intervention, which is inherently authoritative.