scholarly journals Peer Observation as a Professional Development Intervention in EFL Pedagogy

2020 ◽  
Vol 3 (1) ◽  
pp. p1
Author(s):  
Zulfiqar Ahmad
Keyword(s):  
Professional Development ◽  
Real Time ◽  
Reading Literacy ◽  
Peer Observation ◽  
Top Down ◽  
Teachers Perceptions ◽  
Development Intervention ◽  
Second Stage ◽  
Activity Management ◽  
Observation Method

Most research on peer observation as a professional development intervention in EFL contexts focuses either on teachers' perceptions about its usefulness or the methodical frameworks. There are a few studies which report real-time incidence of a peer observed lesson. To fill this gap, the present study arranged a peer observation for a reading lesson on top-down processing skills to reflect upon the strengths and weaknesses of the lesson as well as develop the reading literacy of the students. The peer observation method included a pre-observation stage with the teacher and the observer deciding on the modalities of observation. The second stage was the lesson which was peer observed followed by the post-lesson reflection stage. The results obtained through teachers' reflection on different aspects of the lesson and the peer observer's report revealed that most stages and activities of the lesson went as planned except for the final where issues of activity management, teacher feedback, and coherent lesson progression came up to the fore. The study has significance for EFL practitioners interested in initiating self-directed professional development through peer observation in particular and for researchers of professional development studies in general.

scholarly journals Foreign Language Teachers’ Professional Development through Peer Observation Programme

2016 ◽  
Vol 9 (10) ◽  
pp. 39 ◽  
Author(s):  
Luis Miguel Dos Santos
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Teaching Practice ◽  
Language Education ◽  
Language Teachers ◽  
Peer Observation ◽  
Good Tool ◽  
Teachers Perceptions ◽  
Teachers Professional Development ◽  
Observation Programme

<p>The<strong> </strong>purpose of the research is to explore the development of peer-observation programme for the use of an extension language school in Hong Kong. The research objectives were to explore teachers’ perceptions on a peer observation programme as a means to improve teaching practice, examine how teachers make sense of the peer observation programme after they have taken part in it and to suggest alternative approaches and measures by which schools can improve peer observation programmes in schools.</p><p>Data was collected from six teachers who participated in peer observation programme in Hong Kong through an interview process. The research has found out that peer observation can be a good tool for continuous professional development for teachers in order to develop their teaching strategies. This is especially important within the field of language education. From the analysis, most teachers are wary of the practicalities of peer observation due to the sensitivity that is associated with it. The research also found out that teachers think that if the peer observation approach is well developed, it can be potentially interesting or generate excitement among teachers.</p>

Senior Teachers’ Learning About Student Rights

2021 ◽  
pp. 002248712110000
Author(s):  
Lotem Perry-Hazan ◽  
Liron Neuhof
Keyword(s):  
Professional Development ◽  
Free Speech ◽  
Learning Experience ◽  
Student Rights ◽  
Top Down ◽  
Bottom Up ◽  
Teachers Perceptions ◽  
Perceptions Of Students ◽  
Participation Rights ◽  
Rights Consciousness

The study explores the rights consciousness of senior teachers who participated in a student rights professional development (PD) course and designed educational projects during the course. It analyzes teachers’ perceptions of students’ rights and the influence of the PD and other factors on these perceptions. The data included interviews with 17 teachers and an analysis of their projects. One cluster of teachers held a top-down perception of students’ rights, conveying a contrastive approach to rights reflecting students’ autonomy. The second cluster of teachers held a broader perception, which included bottom-up mobilization of students’ free speech and participation rights, conveying a supportive approach to these rights. The teachers’ projects did not reflect these patterns, limiting their focus to rights already embedded in school. Furthermore, the teachers did not report their learning experience as transformative. Rather, they applied their newly acquired knowledge and thinking frameworks to support their existing moral perceptions and practices.

scholarly journals Peer Observation as a Means to Develop Teachers’ Professionalism

2018 ◽  
Vol 5 (3) ◽  
pp. 151 ◽  
Author(s):  
Tosriadi Tosriadi ◽  
Abdul Asib ◽  
Sri Marmanto ◽  
Umu Arifatul Azizah
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Teaching Method ◽  
Teaching Experience ◽  
Peer Observation ◽  
Teachers Perceptions ◽  
Development Tool ◽  
Depth Interview ◽  
Efl Teachers ◽  
Teacher Professional

The emergence of reflective practice in promoting teacher professional development has been discussed in many literatures. Research studies showed the benefits of conducting reflective practice to improve teachers’ classroom instruction. Peer observation as one of the reflective practice activities is viewed as an effective strategy in developing teachers’ pedagogy and professional competences. Peer observation refers to the act of teachers collaborate to identify the strength and the weakness of their teachings. By doing so, it is expected there will be improvement in learning outcomes. This study explored EFL teachers’ perceptions on peer observation as means to develop teachers’ professionalism. Two EFL teachers who worked as English teachers were purposively selected as the respondents of the study. The participating teachers got at least 1 year teaching experience to assure their involvement in peer observation. To meet the objectives of the study, the data were gained through classroom observation, and followed by in depth interview. Then, they were analyzed by using interactive model data analysis for qualitative study. The results of the study indicated teachers’ positive perceptions on peer observation as professional development tool. Peer observation brought some benefits for teachers. It helped teachers solve the problems they encountered in their teachings, instead it also could be used as learning opportunity by observing new teaching method/strategy from other colleagues.

scholarly journals Continuous Professional Development of Secondary School Teachers through Peer Observation: Implications for Policy & Practice

2020 ◽  
Vol 1 (1) ◽  
pp. 56-75
Author(s):  
Jan Alam ◽  
Syed Muhammad Aamir ◽  
Dr. Saqib Shahzad
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Professional Growth ◽  
Secondary School Teachers ◽  
Continuous Professional Development ◽  
Peer Observation ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Policy Practice ◽  
Group Interviews

This qualitative action research study aimed to examine teachers’ perceptions about peer observation as an instrument for their Continuous Professional Development (CPD). For this purpose, the experiences of 12 purposefully selected secondary school teachers were captured through peer observation tool followed by focus group interviews to answers two research questions i.e. do teachers perceive peer observation as an effective instrument for their continuous professional development; and what are the merits and demerits in seeking sound professional development through peer observations? The conclusion reveals that peer observation was viewed by teachers as a valuable tool for their professional growth. Teachers reported that peer observation allowed them less anxiety, hesitation and pressure during teaching making the process more reliable and authentic. However, participants also reported time factor and less experience in observation on the part of teachers as obstacles to peer observation. The study includes some suggested recommendations for a more improved peer observation program.

On Advisor Education: Evaluating Departmental Training and Professional Development Practices of Academic Staff in a Japanese University

Relay Journal ◽  
2019 ◽  
pp. 271-291
Author(s):  
Huw Davies
Keyword(s):  
Professional Development ◽  
Academic Staff ◽  
Realist Evaluation ◽  
International Studies ◽  
Peer Observation ◽  
Research Issue ◽  
Training Aids ◽  
The People ◽  
The University ◽  
Initial Research

This study is an evaluation of the professional development (PD) programme for learning advisors employed in the self-access centre at Kanda University of International Studies in Japan. The research issue investigated was whether the PD activities of advisors allow them to provide appropriate support to students at the University. The implementation of policies, the people and the setting were all considered in building an understanding of what may make the programme work. The framework used to understand this programme is realist evaluation (Pawson & Tilley, 1997), in which theories related to the initial research issue were refined and developed to offer new perspectives. Results suggest that initial training aids advisors in supporting students, but that future implementation decisions are needed for the mentoring element of the programme and on whether more peer observation should take place. The implication that informal discussion among the workgroup and the freedom to choose personal PD journeys are fundamental drivers of effective practice is a finding that may be applied to other teacher and advisor education settings.

scholarly journals Piloting the Play Cycle Observation Method in ‘real time’: Recording children’s Play Cycles in pre-school provision

2020 ◽  
pp. 1476718X2096985
Author(s):  
Pete King ◽  
LaDonna Atkins ◽  
Brandon Burr
Keyword(s):  
Pilot Study ◽  
Real Time ◽  
School Setting ◽  
Early Years ◽  
Good Reliability ◽  
Rater Reliability ◽  
Children's Play ◽  
Observational Tool ◽  
Observation Method ◽  
And Training

The Play Cycle Observation Method (PCOM) is an observational tool developed to focus on the process of play and has shown good reliability when watching videos of children playing. This study piloted use of the PCOM in ‘real time’ in a pre-school setting where 3-year-old children play. The results from two independent observers not familiar with the concept of the Play Cycle or the PCOM found good inter-rater reliability using Cohen Kappa (k) when observing play cues to form play cycles, as well as observing play cues within established play cycles. In addition, the recording of the nature of the play cues and play returns, the play frame and how the play cycle finishes (annihilation) were shown to be consistent between the two inter-rater observers. The results of this pilot study indicate the PCOM can be used as an observational tool to record the process of play by both students and practitioners working in a range of contexts including playwork, childcare, early years and statutory education. The PCOM can also be used as a teaching and training aid for trainers and lecturers.

Sign in / Sign up

Export Citation Format

Share Document