Peer Observation: A Professional Learning Tool for English Language Teachers in an EFL Institute

Autor/inn/en	Ahmed, Ejaz; Nordin, Zaimuariffudin Shukri; Shah, Sayyed Rashid; Channa, Mansoor Ahmed
Titel	Peer Observation: A Professional Learning Tool for English Language Teachers in an EFL Institute
Quelle	In: World Journal of Education, 8 (2018) 2, S.73-87 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-0746
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Language Teachers; Teacher Attitudes; Professional Autonomy; Faculty Development; Observation; Peer Groups; Mixed Methods Research; Questionnaires; Semi Structured Interviews; Trust (Psychology); Faculty Workload; Teacher Qualifications; Meetings; Teaching Methods; Teacher Education; Institutes (Training Programs); Saudi Arabia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Language teacher; Sprachunterricht; Lehrerverhalten; Berufsfreiheit; Beobachtung; Gleichaltrigengruppe; Peer Group; Fragebogen; Lehrqualifikation; Meeting; Tagung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerausbildung; Lehrerbildung; Sommerakademie; Saudi-Arabien
Abstract	The key aim of this study is to explore the perceptions of English as foreign language (EFL) teachers about peer observation as a tool for professional development that is implemented in an English Language Institute of a Saudi Arabian university. This paper reviews literature on peer observation to develop a conceptual and theoretical understanding of peer observation systems in different contexts. It utilizes a mix-method approach and applies a questionnaire and semi-structured interviews as data collection tools. Questionnaire is used to get information about EFL teachers' perceptions whereas semi-structured interviews provide an insight into their practices in the form of peer observation and future amendments for PD. The participants share their lived experiences who consider the current practice of peer observation a consistent professional challenge due to several factors, i.e. their lack of autonomy in deciding about the peers, trust deficit between administration and EFL teachers, rarely held pre-observation conferences due to the loads of teaching hours, observers' insufficient training and qualifications in conducting PO, and the element of threat and insecurity. Based on the findings, recommendations are made to improve the existing peer observation system for the benefit of the EFL teachers, English language learners and the institute. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01