Investigating Teacher’s Perceptions of Reflective Peer Observation to Promote Professional Development
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Published:
Apr 8, 2020
Keywords:
reflective practice, teacher’s perception, peer observation, professional development tool
Main Article Content
(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
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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How to Cite
Cholifah, A. N., Asib, A., & Suparno, S. (2020). Investigating Teacher’s Perceptions of Reflective Peer Observation to Promote Professional Development. JEES (Journal of English Educators Society), 5(1), 89-93. https://doi.org/10.21070/jees.v5i1.382
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Brief Reports
Copyright (c) 2020 Anjar Nur Cholifah, Abdul Asib, Suparno Suparno
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Zacharias, N. (2011). Qualitative research methods for second language education: A coursebook. Cambridge Scholars Publishing.
Bailey, B. K. M., Curtis, A., Nunan, D., Curtis, A., Nunan, D., Bailey, B. K. M., and Curtis, A. (2011). Pursuing professional development: The self as source. volume 63 of 59, page 4, Boston. MA: Heinle & Heinle.
Bell, M. (2010). Supported reflective practice : a programme of peer observation and feedback for academic teaching development Supported re ective practice : a programme of peer observation. International Journal for Academic , 6(1):37–41.
Çakir, İ. (2010). Criticizing ourselves as teachers through observation: From reflective to effective teaching . English for Specific Purposes World, 9(30):1–12.
Desimone, L. M. (2009). Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures.
Farrell, T. S. C. (2012). Reflecting on Reflective Practice: (Re)Visiting Dewey and Schön.
Farrell, T. S. C. (2015). Promoting teacher reflection in second language education: A framework for TESOL professionals. pages 792–795. Routledge.
Fatemipour, H. (2013). The Efficiency of the Tools Used for Reflective Teaching in ESL Contexts. Procedia - Social and Behavioral Sciences, 93:1398–1403.
Fletcher, L. H., Orsmond, P., Hammersley-Fletcher, L., and Orsmond, P. (2006). Reflecting on reflective practices within peer observation Reflecting on reflective practices within peer observation. Studies in higher education, 30(2):213–224.
Guskey, T. R. (2000). Evaluating professional development. Corwin press.
Hendry, G. D. and Oliver, G. R. (2012). Seeing is believing: The benefits of peer observation. Journal of University Teaching & Learning Practice, 9(1):7.
Heydari, S. and Abbasian, G. (2016). The relationship between Iranian EFL teachers ’ professional development and their job burnout. Basic Research Journal of Education Research and Review, 4(2).
Kennedy, M. M. (2016). How Does Professional Development Improve Teaching? .Review of educational Research, 86(4).
Lee, I. (2007). Preparing pre-service English teachers for reflective practice. ELT Journal, 61:321–329.
Maba, W. (2017). Teachers ’ Perception on the Implementation of the Assessment Process in 2013 Curriculum. International journal of social sciences and humanities, 1(2):1–9.
Megawati, F. (2017). Peer Observation of Teaching: Pre-Service Teachers’ Perspectives for Better Performance. In and others, editor, 1st International Conference on Intellectuals’ Global Responsibility (ICIGR 2017). Atlantis Press.
Miles, M. B., Huberman, A. M., and Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. Sage, Thousand Oaks, CA.
Moradi, K., Sepehrifar, S., and Khadiv, T. P. (2014). Exploring Iranian EFL Teachers’ Perceptions on Supervision. Procedia - Social and Behavioral Sciences, 98:1214–1223.
Navaneedhan, C. G. and Tiruttani, B. K. R. E. C. (2011). Reflective teaching pedagogy as innovative approach in teacher education through open and distance learning. http://dspace.col.org/bitstream/handle/11599/2224/2010_NavaneedhanC_ReflectiveTeachingPedagogy.pdf?sequence=1&isAllowed=y.
Richards, J. C. and Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. Ernst Klett Sprachen.
Santos, D. and M, L. (2017). How Do Teachers Make Sense of Peer Observation Professional Development in an Urban School. International Education Studies, 10(1):255–265.
Shukri, N. (2014). Exploring Female Teachers ’ Perceptions towards Teacher Observation : Issues and Challenges in the Arab Context. Arab World English Journal, 5(2).
Soisangwarn, A. and Wongwanich, S. (2014). Promoting the Reflective Teacher through Peer Coaching to Improve Teaching Skills. Procedia - Social and Behavioral Sciences, 116:2504–2511.
Susoy, Z. (2015). Watch your Teaching: A Reflection Strategy for EFL Pre-service Teachers Through video Recordings. Procedia - Social and Behavioral Sciences, 199:163–171.
Tzotzou, M. D. (2014). Designing a Set of Procedures for the Conduct of Peer Observation in the EFL Classroom : A Collaborative Training Model towards Teacher Development. Multilingual Academic Journal of Education and Social Sciences, 2(2):15–27.
Yin, R. K. (2018). Case study research and applications: Design and methods. volume 6. Sage publications.
Zacharias, N. (2011). Qualitative research methods for second language education: A coursebook. Cambridge Scholars Publishing.