Abstract
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.
Highlights
Quality teachers' role in ensuring quality education aligned with Sustainable Development Goals (SDGs) is vividly immense (Irvine et al, 2016)
Even he talked to many teachers who are working in different colleges across Bangladesh, but they shared that they were not acquainted with the peer observation (PO) process
CONCLUSION peer observation (PO) is deemed an essential issue for the teachers' teaching performance, the tertiary colleges affiliated with the National University of Bangladesh are yet to take any pragmatic step to introduce and implement PO in their context
Summary
Quality teachers' role in ensuring quality education aligned with Sustainable Development Goals (SDGs) is vividly immense (Irvine et al, 2016). Bangladesh's government is focusing on developing teachers' performance through various initiatives (Chowdhury et al, 2018) In this regard, peer observation (PO) can be chosen since it is an efficacious approach to increasing teaching capacity, improving teachers' confidence to teach, and learning more about enhancing teaching practices (Bell et al, 2008). The researcher has been working in a government college offering tertiary education for more than four years as a Lecturer in English. He found the college is yet to be familiar with PO, let alone implement it. ACR does not reflect the basic features of the PO
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