“…Low-stakes because it would move away from models that are threatening (Richards & Lockhart, 1991), anxiety-driven (Crookes, 2003), and prescriptive (Williams, 1989); and discussion-based because it could then be used as a tool for growth (Malderez, 2003), and reflection (Santos, 2016). Such a process is preferred by teachers over other kinds of observation (Motallebzadeh, et al, 2017), and could be implemented following stages akin to Goldhammer (1969) which would see: (1) teacher and observer pre-observation discussion, followed by (2) clinical supervision and observer analysis of the lesson, with outcomes then negotiated with the teacher in a (3) post-observation discussion, prior to (4) teacher post-conference self-reflection of their craft. Consequently, to determine what Korea-based NES stakeholders regard as essential elements for the development of such a COP at the tertiary level, the central research questions are:…”