Foreign Language Teachers’ Professional Development through Peer Observation Programme

Luis Miguel Dos Santos

doi:10.5539/elt.v9n10p39

Abstract

The 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.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.

Highlights

Krashen (1982) argued that teachers play a crucial role in education; they serve as the main medium of instruction in a classroom
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

Summary

Introduction

Krashen (1982) argued that teachers play a crucial role in education; they serve as the main medium of instruction in a classroom. Seeking relevant approaches to create a sustainable expert training and development programme for educators is necessary to assist them in reaching their full potential as professionals in their field. Peer observation is identified as one of the approaches to achieve this goal; it is an indispensable method intended for the professional development of teachers. A peer observation programme involves teachers observing the class of their colleagues and subsequently initiating a constructive dialogue regarding possibilities of enhancing their teaching practice. This scholarly exercise may have particular significance for foreign language teachers, considering the recent demands for language educators to advance their pedagogical strategies as an answer to the latest studies concerning second language acquisition

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Methods

Conclusion