Abstract
The purpose of this study was to determine if peer observation (PO) in an ELT practicum for graduate students led to reflective teaching. The 15 students in the practicum taught EFL at two universities in rural Thailand in eight-week intensive courses. Five questions were investigated: (1) Did PO help the students engage in reflective teaching? (2) What were the students’ reactions to PO? (3) Did the students modify their teaching behaviors or practices because of PO? (4) Did the students change any of their teaching beliefs because of PO? (5) Would engaging in reflective teaching in the practicum generalize to subsequent teaching experiences? The data were collected by means of two questionnaires. The findings demonstrate that the students liked PO, and that they reflected on their teaching which helped them modify their teaching practices and beliefs. They also show that the students would engage in reflective teaching in future teaching.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
