Peer observation: A key factor to improve Iranian EFL teachers’ professional development

Motallebzadeh, Khalil; Hosseinnia, Mansooreh; Domskey, Javad G.H.

doi:10.1080/2331186x.2016.1277456

Cited by 26 publications

(29 citation statements)

References 6 publications

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“…This result highlighted the role of reflection in improving teachers' self-efficacy. Also, reflective teaching has been considered as an effective way to develop and empower teachers (Motallebzadeh, Hosseinnia, & Domskey, 2016). So, from this aspect it can be related with CPD.…”

Section: Review Of the Literaturementioning

confidence: 99%

The relationship between EFL teachers’ continuing professional development and their self-efficacy: A structural equation modeling approach

Ravandpour

2019

Cogent Psychology

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The main purpose of this study is to investigate the relationship between Iranian EFL teachers' Continuing professional development (CPD) and their self-efficacy. The participants comprised of 247 EFL teachers teaching at different language institutes in several cities of Iran. Their selection was based on convenience sampling and the participation was entirely voluntary. In this study, two instruments were used: Continuing professional development questionnaire and self-efficacy scale. Pearson's correlation coefficient and structural equation modeling (SEM) were run to analyze the relationships among the components. The results revealed that all the subscales of CPD are positive significant predictors of self-efficacy: collaborating, decision-making, reflecting, and updating. Also, according to the results, CPD has the highest positive correlation with instructional strategies and the lowest positive correlation with student engagement. In addition, there is a positive moderate significant relationship between CPD and total self-efficacy. Finally, these findings and their implications were discussed.

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Section: Review Of the Literaturementioning

confidence: 99%

The relationship between EFL teachers’ continuing professional development and their self-efficacy: A structural equation modeling approach

Ravandpour

2019

Cogent Psychology

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“…Moreover, it is said that PO is a technique which provides chances to teachers in order to reflect, think critically and get feedback. Consequently, it helps teachers to collaborate and share the learning experiences which can be beneficial for both the observer and observee (Motallebzadeh, et al, 2017).…”

Section: Peer Observationmentioning

confidence: 99%

“…It can be challenging for teachers to write down critical reflection, explore successful and unsuccessful teaching experiences and provide and accept feedback (Bell, 2005). Similarly, Motallebzadeh, et al (2017) posits that PO lead to anxiety and lack of confidence with someone observe and examine your performance with critical views. This challenge can be addressed amicably if mutual trust is there among teachers.…”

Section: Peer Observationmentioning

confidence: 99%

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

Ahmed¹,

Nordin²,

Shah³

et al. 2018

WJE

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The key aim of this study is to explore the perceptions of English as foreign language (EFL) teachers about peerobservation as a tool for professional development that is implemented in an English Language Institute of a SaudiArabian university. This paper reviews literature on peer observation to develop a conceptual and theoreticalunderstanding of peer observation systems in different contexts. It utilizes a mix-method approach and applies aquestionnaire and semi-structured interviews as data collection tools. Questionnaire is used to get information aboutEFL teachers’ perceptions whereas semi-structured interviews provide an insight into their practices in the form ofpeer observation and future amendments for PD. The participants share their lived experiences who consider thecurrent practice of peer observation a consistent professional challenge due to several factors, i.e. their lack ofautonomy in deciding about the peers, trust deficit between administration and EFL teachers, rarely heldpre-observation conferences due to the loads of teaching hours, observers’ insufficient training and qualifications inconducting PO, and the element of threat and insecurity. Based on the findings, recommendations are made toimprove the existing peer observation system for the benefit of the EFL teachers, English language learners and theinstitute.

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“…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:…”

Section: Literature Reviewmentioning

confidence: 99%

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

Kent¹,

Lee²

2020

The Journal of AsiaTEFL

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Peer observation: A key factor to improve Iranian EFL teachers’ professional development

Cited by 26 publications

References 6 publications

The relationship between EFL teachers’ continuing professional development and their self-efficacy: A structural equation modeling approach

The relationship between EFL teachers’ continuing professional development and their self-efficacy: A structural equation modeling approach

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

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

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