The Use of Peer Evaluation and Observation in the Promotion and Tenure Process

On being and becoming a foreign language teacher

“…The isolation of foreign language teachers and the dearth of knowledgeable, well-trained supervisors give credence to the need for self-study by foreign language teachers for professional development. Peer supervision among foreign language teachers has been discussed but has not been developed to its full potential (Altman, 1979;Barnett, 1983;Ford & Hassel, 1984). Preservice teachers should be given self-and peer-supervision skills and made aware that when they are inservice teachers they will be almost exclusively responsible for their own professional development.…”