Diffracting peer observation: talking about differences, not looking for perfection

2021 ◽  
pp. 1-5
Author(s):  
Francine Warren
Keyword(s):  
Peer Observation

Reflective Teaching Methods at Schools for English Teachers’ Professional Development (International Turkish Private Schools)

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Ekaterine PIPIA ◽  
Tamar SHARASHENIDZE-SOYUCOK
Keyword(s):  
Teacher Development ◽  
Teaching Methods ◽  
Teaching Practices ◽  
English Language ◽  
Mixed Model ◽  
Journal Writing ◽  
Reflective Teaching ◽  
Collaborative Group ◽  
Peer Observation ◽  
Muslim Countries

The aim of the study was to find out the most applicable reflective teaching methods for English language teachers in Georgia and Muslim countries.  The study tends to identify the general English language teaching tendencies and stresses the teaching discrepancies for Muslim countries. These peculiarities are analyzed to provide a clear-cut picture of reflective teaching practices, possible changes and desirable improvements, which would be different for Georgia and Muslim countries (Egypt, Turkey and Yemen). The data obtained from one survey showed that school administration supports teacher development, including via reflective teaching. Another survey, conducted in Egypt, Turkey and Yemen regarding the cultural and gender issues in designing reflective teaching practices, showed that the majority of teachers prefer to be involved in collaborative group work, rather than being observed by a peer due to Muslim cultural traditions concerning gender relations. Both genders avoid peer work, because there is a possibility to stay alone with the opposite gender for the discussions and this might cause some inconveniences. The interview conducted in Georgia showed that teachers do not like cooperative reflective activities. As Georgian teachers of English better liked journal writing and peer observation, the experiment conducted in Georgia dealt with them. It revealed the fact that the mixed model of reflective teaching (peer observation accompanied by journal writing) is more productive for Georgia more than just peer observation.

On Advisor Education: Evaluating Departmental Training and Professional Development Practices of Academic Staff in a Japanese University

Relay Journal ◽  
2019 ◽  
pp. 271-291
Author(s):  
Huw Davies
Keyword(s):  
Professional Development ◽  
Academic Staff ◽  
Realist Evaluation ◽  
International Studies ◽  
Peer Observation ◽  
Research Issue ◽  
Training Aids ◽  
The People ◽  
The University ◽  
Initial Research

This study is an evaluation of the professional development (PD) programme for learning advisors employed in the self-access centre at Kanda University of International Studies in Japan. The research issue investigated was whether the PD activities of advisors allow them to provide appropriate support to students at the University. The implementation of policies, the people and the setting were all considered in building an understanding of what may make the programme work. The framework used to understand this programme is realist evaluation (Pawson & Tilley, 1997), in which theories related to the initial research issue were refined and developed to offer new perspectives. Results suggest that initial training aids advisors in supporting students, but that future implementation decisions are needed for the mentoring element of the programme and on whether more peer observation should take place. The implication that informal discussion among the workgroup and the freedom to choose personal PD journeys are fundamental drivers of effective practice is a finding that may be applied to other teacher and advisor education settings.

scholarly journals Who teaches the teachers? A RCT of peer-to-peer observation and feedback in 181 schools

2021 ◽  
Vol 82 ◽  
pp. 102091
Author(s):  
Richard Murphy ◽  
Felix Weinhardt ◽  
Gill Wyness
Keyword(s):  
Peer To Peer ◽  
Peer Observation

scholarly journals Peer Observation as teaching evaluation approach: An Attempt to review the research area

2016 ◽  
Vol 26 ◽  
pp. 01098
Author(s):  
Stanislav Michek ◽  
Monika Perutková ◽  
Marie Brichová
Keyword(s):  
Research Area ◽  
Teaching Evaluation ◽  
Peer Observation ◽  
Evaluation Approach

scholarly journals Foreign Language Teachers’ Professional Development through Peer Observation Programme

2016 ◽  
Vol 9 (10) ◽  
pp. 39 ◽  
Author(s):  
Luis Miguel Dos Santos
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Teaching Practice ◽  
Language Education ◽  
Language Teachers ◽  
Peer Observation ◽  
Good Tool ◽  
Teachers Perceptions ◽  
Teachers Professional Development ◽  
Observation Programme

<p>The<strong> </strong>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.</p><p>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.</p>

scholarly journals The Impact of Feedback on Students’ Autonomous ESP Learning Outcomes

2021 ◽  
Vol 13 (2) ◽  
pp. 323-339
Author(s):  
Natalia Yevheniivna Dmitrenko ◽  
Iuliia Oleksiivna Budas
Keyword(s):  
Learning Outcomes ◽  
Educational Process ◽  
First Year ◽  
Written Feedback ◽  
Peer Observation ◽  
First Year Students ◽  
Self Regulated Learning ◽  
University Course ◽  
Learning Competence ◽  
The Impact

The present paper provides the results of the feedback influence on students’ autonomous ESP learning. It is aimed to study the impact of feedback on autonomous learning outcomes of first-year students, who are studying a two-year university course of “English for Specific Purposes (ESP)”, the significant part of which is dedicated to self-regulated learning. The aim of the course is to improve the students’ proficiency in professionally oriented English communication to the level of B2 according to the Common European Framework of Reference for Languages (CEFR). The investigation has proved the importance of teachers’ support in students’ autonomous ESP learning. The outcomes of those students who received the feedback regularly signify that even being self-sufficient, students strive for teachers’ or peer observation and feedback in the educational process. In the article, the interdependence between the level of students’ autonomous ESP learning competence and students’ feedback literacy is presented. The results of the study suggest that students’ autonomous ESP learning outcomes are considerably influenced by supportive external written feedback if it is sought, and their feedback literacy level is at least moderate or higher. A higher level of students’ feedback literacy is observed among students with a more advanced level of autonomous ESP learning competence and who demonstrate better academic achievements in professionally oriented English communication. The coherence of the elaborated levels of Ukrainian students’ feedback literacy and the ways of its enhancing can be significant for educators in other countries.

scholarly journals Enhancing Performance of Teachers through Peer Observation

2021 ◽  
Vol 2 (1) ◽  
pp. 64-78
Author(s):  
Ashim Kumar Paul
Keyword(s):  
Secondary Data ◽  
Quality Education ◽  
The Other ◽  
Teaching Performance ◽  
Peer Observation ◽  
Analysis Method ◽  
Journal Articles ◽  
Constructive Feedback ◽  
Practical Tool ◽  
Students Success

The research purpose of achieving quality education is that enhancing teachers' performance is a must since it determines students' learning and academic achievement. On the other hand, peer observation (PO) is a practical tool used in a classroom where two peers work together and observe each other's teaching, and accordingly, the observer gives constructive feedback to the observed teacher, helping bring about positive changes in the instruction. Therefore, this paper seeks to explore the effectiveness of peer observation and formulate a framework for its implementation for improving the teaching performance of Bangladeshi college teachers. In this regard, the researcher used a secondary data analysis method in which around 75 papers, including journal articles, conference proceedings, and research reports of different authors and organizations, were studied, analyzed, and discussed in this paper. Besides, two more case studies in international contexts were elaborate to review. After analyzing the documents, the researcher divided the issue into several themes and sub-themes. The result found that the PO's implementation would enhance the teachers' performance, and consequently, the students' success would be augmented. Later, deliberating on different PO models, an implementation plan for PO in Bangladeshi colleges context was devised and developed.

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