Peer observation of teaching: perceptions and experiences of teachers in a primary school in Cyprus

Karagiorgi, Yiasemina

doi:10.1080/13664530.2012.717210

Cited by 7 publications

(2 citation statements)

References 41 publications

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“…Secondly, during the interview process with the teachers, careful attention was paid by the researchers not to express their own viewpoints in order to fairly collect alternative voices presenting authentic realties. Finally, as noted earlier, in order to avoid "inappropriate" data analysis and to ensure coding reliability, a third colleague was requested to maintain an intercoder agreement [64] and also employ critical subjectivity, confirming the validity of collected data [65].…”

Section: Procedurementioning

confidence: 99%

Recruitment and Salary Disparity between Monolingual and Bilingual EFL Teachers in Oman

Orabah

Bijani

2022

Education Research International

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Literature in the field of TESOL recruitment practices suggests that the myth of monolingual speakerism has impacted the employment methods in various countries in the world. The monolingual (native) speaker has a privileged position in English language teaching, representing both the model speaker and the ideal teacher. Bilingual teachers of English are often perceived as less competent than their monolingual counterparts in Oman. The aim of the study was to critically explore and problematize the recruitment practices that discriminate the bilingual English teachers in Oman. This article reports the findings of a small-scale qualitative study conducted at an English Language Center (ELC) at one of the colleges of technology in Oman (CoTs) through obtaining data from bilingual teachers of English. The results demonstrated that the native (monolingual) speakers’ fallacy is “alive and kicking” in Oman. All the recruiting agencies prefer to recruit monolingual speakers justifying this stance on the pretext that bilinguals are viewed as incompetent imitators of English. There is also a huge discrimination based on salary range between monolingual and bilingual teachers, despite doing same job. Colonial impact is another reason behind monolingual speakers’ preference. The impact of discrimination is that bilingual teachers of English are left feeling inferior. Hence, it is essential to adopt policies, which install greater sense of job security to enhance motivation and innovation. The study suggests that there is an urgent need to review the recruitment practices in Oman to establish equality and to create a healthy working environment.

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Section: Procedurementioning

confidence: 99%

Recruitment and Salary Disparity between Monolingual and Bilingual EFL Teachers in Oman

Orabah

Bijani

2022

Education Research International

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“…Similarly, it is a process by which one teacher observes the teaching of another teacher. In fact, the observer is expected to provide constructive feedback after the teaching session (Karagiorgi, 2012). Moreover, it is said that PO is a technique which provides chances to teachers in order to reflect, think critically and get feedback.…”

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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Factors in a professional learning program to support a teacher’s growth in mathematical reasoning and its pedagogy

Herbert

Bragg

2020

Math Ed Res J

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Peer observation of teaching: perceptions and experiences of teachers in a primary school in Cyprus

Cited by 7 publications

References 41 publications

Recruitment and Salary Disparity between Monolingual and Bilingual EFL Teachers in Oman

Recruitment and Salary Disparity between Monolingual and Bilingual EFL Teachers in Oman

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

Factors in a professional learning program to support a teacher’s growth in mathematical reasoning and its pedagogy

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