Investigating Teacher’s Perceptions of Reflective Peer Observation to Promote Professional Development

Anjar Nur  Cholifah; Abdul  Asib; Suparno Suparno

doi:10.21070/jees.v5i1.382

(1) * Anjar Nur Cholifah English Education Department, Graduate Program, Faculty of Teacher Training and Education, Universitas Sebelas Maret
Indonesia
(2) Abdul Asib English Department, Faculty of Education and Teacher Training, Universitas Sebelas Maret, Surakarta
Indonesia
(3) Suparno Suparno English Department, Faculty of Education and Teacher Training, Universitas Sebelas Maret, Surakarta
Indonesia
(*) Corresponding Author

DOI: https://doi.org/10.21070/jees.v5i1.382

Abstract

Peer observation as one of the reflection tools is viewed as an effective strategy to develop teacher’s professionalism. Furthermore, peer observation in reflective practice refers to the teacher’s act which collaborates with other teachers to identify the strength and the weakness of their teaching. By doing so, it is expected there will be innovation and improvement for better teaching activity after doing an evaluation together. This study aimed at investigating the teacher’s perceptions of peer observation as one of the reflection tools to promote professional development. The participant of this study was an In-service teacher in one of Senior High Schools in Surakarta who teaches English with 10 years of teaching experience. The data were gained through an in-depth interview followed by interactive model data analysis for qualitative study in analyzing the data. The results indicated that the teacher has positive perceptions of peer observation as a professional development tool. It brought some advantages for the teacher. Peer observation also helped the teacher to solve the problems she encountered in her teaching and could be used as a learning opportunity by observing new teaching techniques/methods/strategies from other teachers.

HIGHLIGHTS:

Teacher has positive perceptions in implementing peer observation to promote professional development
There are limited studies regarding the use of peer observation especially for in-service teacher
Peer observation brings some benefits for the teacher to improve her teaching practice

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Author Biographies

Anjar Nur Cholifah, English Education Department, Graduate Program, Faculty of Teacher Training and Education, Universitas Sebelas Maret

She earned a BA in English Education in Universitas Islam Negeri (UIN) Lampung, Indonesia. She is now a student of Graduate Program of English Education, Universitas Sebelas Maret (UNS), Surakarta, Indonesia. She has 3 years teaching experience in Senior High School level and she is interested in doing further research on Reflective Practice, Teacher Professional Development, ICT, and Extensive Reading.

Abdul Asib, English Department, Faculty of Education and Teacher Training, Universitas Sebelas Maret, Surakarta

He is an English lecturer of English Department, Faculty of Education and Teacher Training, Universitas Sebelas Maret, Surakarta. He pursued his bachelor and master degrees at IKIP Negeri Malang and he finished his doctorate degree at Universitas Negeri Jakarta. His studies concern on English Teaching and Education.

Suparno Suparno, English Department, Faculty of Education and Teacher Training, Universitas Sebelas Maret, Surakarta

He is an English lecturer of English Department, Faculty of Education and Teacher Training, Universitas Sebelas Maret, Surakarta. He pursued his bachelor degree at IKIP Negeri Yogyakarta, his master degree at IKIP Jakarta, and he pursued his doctorate degree at Universitas Sebelas Maret, Surakarta. His research interest includes TEFL and applied linguistic.

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