Foreign Language Teachers’ Professional Development through Peer Observation Programme

Abstract

The 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.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.

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

“…In addition, PO allows participating teachers to start dialogue, encourages open debates on their teaching and supports risk taking in teaching which will affect teaching and learning of the teachers and students (Donnelly, 2007). In tandem, the research has considered that PO provides sustainable professional developmental chances to teachers to update their teaching strategies (Santos, 2016).…”

The Writing and Supervision of Bright English Textbook Development for Primary School Teachers in Indonesian Context

“…Regular reminders were expected during the writing and supervising process to ensure the tasks were done as per the agreed due dates, or to make sure that the delays occurred would not be dragging. Teacher busy schedule has been a rampant issue that frequently becomes a challenge in their professional development efforts (Santos & Miguel, 2016). According to Hennessy, Haßler, & Hofmann, (2015), some solutions to the problem could be in the form of professional development programs that allows collaboration between teachers, and integrates technology.…”

Reimagining the Korean University Classroom Observational Process (COP) : NES Stakeholder Concerns and Expectations in the TEFL Context

“…To meet the needs of the workplace, and to continually deliver effective teaching (Santos, 2016), it has long been recognized that faculty require ongoing support (Danielson & McGreal, 2000) and access to professional development (Richards & Farrell, 2005), particularly via COP (Richards & Lockhart, 1991). Regular opportunities to develop professionally, based on feedback, are also required (Wallace, 2001) in order to be able to maintain levels of quality assurance (Donnelly, 2007).…”

“…In the higher education setting, a low-stakes peer-based discussion-led classroom observational process offers the ability to meet such a need (Ali, 2012). 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.…”

“…To this end, restructuring observations to be between instructors (senior teachers observing junior teachers) (Teacher 10), and tied to reflective discussions involving constructive feedback (Administrator 7) were considered essential. This is important because a more reflective teacher is better able to respond to the changing needs of learners (Santos, 2016), and is able to go beyond personal reflection to reflecting upon subject-matter knowledge and the use of new teaching trends and theories (Ahmed, Nordin, Shah, & Channa, 2018). It also ensures a more teacher-centric observation over one obtained from the limited perspective of students and administrators, who may not possess the necessary views of teaching or the time to evaluate or observe it effectively (Kohut, Burnap, & Yon, 2007).…”