Peer Observation Research Articles

An Exploration of Secondary School English Language Teachers Reflective Teaching Practices, Techniques and Challenges

The purpose of this study was to explore secondary school English language teachers’ reflective teaching practices, techniques, and challenges in Bishoftu Town, Oromia Regional State, Ethiopia. A descriptive cross-sectional case study using mixed research methods (quantitative and qualitative) is the design of this study. Primary data were collected from 43 English teachers and 6 English department heads, selected through comprehensive and purposive sampling, respectively. Data collection methods included questionnaires and semi-structured interviews. Quantitative data were analyzed using SPSS version 20, employing frequencies, percentages, and mean scores. Qualitative data were analyzed using thematic content analysis. The results revealed that the majority of English teachers had low engagement in reflective teaching and rarely used techniques such as audio-video recording, journal writing, and peer observation, while completely neglecting student feedback. The main challenges identified were lack of knowledge, skills, and experience; lack of institutional support and commitment; and absence of clear guidelines. The study recommends institutional commitment to reinforce and design tailor-made training based on clear guidelines at regional and national levels.

Effectiveness of Communicative Language Teaching in Non-Urban Areas’ Primary Schools: The Case of Afif, Saudi Arabia

The main purpose of the study was to investigate the effectiveness of Communicative Language Teaching (CLT) in Teaching English to Speakers of Other Languages (TESOL) at primary schools in Afif city. The responses given by students covered their feelings towards CLT in terms of their English speaking levels, their motivation, their efforts, their grammar and vocabulary learning, their confidence in using English in real life, and their opinion towards other additional ways of learning English such as games and social media. A qualitative approach was used, with a sample of seven female students from two primary schools in the Afif district selected using a concentrated sampling procedure. Two instruments were used: the Students’ Attitude Scale, adapted from Savignon and Wang (2003), and peer observation. The Students’ Attitude Scale was used to evaluate students’ impressions of CLT, while peer observation was used to identify the impact of CLT in teaching English to non-native speakers. Overall, the most significant results of the study indicate that CLT has a positive effect on learners’ English comprehension skills, builds up their confidence to use English in different situations, and gives them more/more satisfaction with the experience. CLT also helps to motivate the students and bring about improvement in their dialogue/ communicative proficiency. Based on these results, the study recommends the continued implementation of CLT in English language teaching, ongoing professional development for teachers, promotion of student engagement, fostering confidence building, integration of technology, and encouragement of peer observation among teachers. These recommendations aim to enhance the effectiveness of CLT in TESOL settings in primary schools in Eastern Saudi Arabia.

Design and Validation of a University Education Peer Observation Tool

Objective: The aim of this study was to design and validate a university education PoT instrument. Theoretical Framework: It has become a priority to implement Peer Observation of Teaching (PoT) in the domain of higher education. There are different PoT approaches, a social credentialism model and a feedback-oriented approach. Method: The Higher Education-PoT (HE-PoT) tool was designed ad hoc following observational methodology principles. The original items were drawn from a systematic review of PoT tools by Otero-Saborido et al. (2024). The procedure consisted of two phases: in the first qualitative phase, items from the tool were selected and circulated within a group of experts; in the second quantitative phase, the items were quantified using the Aiken coefficient Results and Discussion: It was initially based on a systematic review of PoT tools and subsequently subjected to 4 rounds of revisions by Physical Education and Sports Science teaching experts. The final tool consisted of a total of 33 descriptive categories divided into 11 items. The validity of all item contents was calculated using Aiken's coefficient (value equal to 0.75 or above, except for 2 items which scored 0.66) and all categories obtained values above 0.75. A total of 25 of the 33 categories presented values over 0.90. Research Implications: Future works should test the tool reliability so that it can be used to improve teaching following collaborative approaches. Originality/Value: Validated PoT tools are generally lacking in university education. The designed tool includes a number of items that contribute to a sustainable observation for teachers.

Self-reflecting strategies applied by EFL high school teachers for teaching quality improvement

ABSTRACT Recent studies in Vietnam found that metacognitive strategies were employed with consistent practice to enhance student learning outcomes significantly. Positive perceptions of reflective teaching practices contribute to teachers’ professional development regarding teaching quality and student outcomes. This study aimed to examine common self-reflecting strategies that were most frequently implemented in the teaching process to improve teaching quality. The tools of the questionnaire and semi-structured interviews were employed to collect quantitative and qualitative data for this descriptive study. The participants were EFL teachers teaching at high schools in most of the provinces in the Mekong Delta. The research findings showed that teachers perceived common strategies of self-reflecting, although they did not often apply them in their teaching performance. Regarding this, they focused on implementing peer observation, students’ feedback, and teachers’ diaries instead of video – audio recordings in their teaching. Some pedagogical implications and research suggestions about the effectiveness of the application of self-reflecting strategies in improving teachers’ teaching or developing their profession were proposed in the study.

Self-regulated learning in secondary school: Students’ self-feedback in a peer observation programme

Self-regulated learning (SRL) is crucial for fostering learner autonomy and lifelong learning skills. The article focuses on observation as a trigger of student self-feedback and self-reflection towards the development of SRL. A student peer observation programme, co-designed and piloted by teachers and researchers in two Portuguese public secondary schools is introduced, including its theoretical and methodological framework, observation scheme, and supporting observation guides. A qualitative study of self-reported effects by participating students was performed with the objectives of identifying strong aspects and possible improvements to the programme but also to gain a deeper understanding of how observation and self-feedback mediate between the performance and self-reflection phases of SRL. The results reveal an increased appreciation for feedback from various sources, and of the reflection it enables, with students emphasizing seeking help from teachers and peers. Implications for designing collaborative and student-centred learning environments with observational strategies to promote SRL are included.

Context matters when evacuating large cities: Shifting the focus from individual characteristics to location and social vulnerability

Climate change is driving extreme weather, heat and flooding, which increasingly require evacuations. Recent studies have found inconclusive results on the determinants of evacuation-related decisions and have reported widely varying evacuation rates, especially in high-density areas. We use a large dataset of geotagged evacuation choices in Paris, France (n = 2976) during a flood, to show that while they are rarely addressed, location, social vulnerability, length of residence, and hazard exposure are critical predictors. They can be used to infer the impact of previous experience on evacuation intentions, which is usually difficult to collect at scales relevant to decision-making. We address multiple evacuation choices over time that have previously been overlooked, including gradually self-fueling spontaneous evacuations after observations of peers evacuating or flooding proximity and post-impact evacuation due to infrastructure disruption. Our findings reveal that many people wait until their home is flooded to evacuate. The gap between the initial share of people leaving immediately and the minority refusing to leave in any case even after their housing is flooded gradually fills when considering different evacuation behaviors over time. Such chronology might explain the wide range of evacuation rates reported in the literature. However, people in vulnerable situations and with increased hazard exposure are more likely to declare that they would disregard evacuation instructions. One key implication is that policies aimed at reducing social vulnerability might be more effective than communication campaigns to increase preparedness and support evacuation.

The Role of School’s Principal and Peer Observation in Improving the Professional Quality of Teachers

This research aims to investigate the role of observation by school principals and colleagues in improving the professional quality of teachers in the education environment.This research examines the role of principal and peer observations in improving the professional quality of teachers using the review article writing method.Research conducted by researchers at SD N 163 Palembang shows that observations by the principal and colleagues contribute to improving the professional quality of teachers. Observation is the same as supervision, only the name has changed in the Independent Curriculum. Observations or direct observations from other people to provide feedback can be carried out by the Principal and colleagues so that the professional quality of teachers can be improved. The principal acts as a leader and director in the teacher evaluation and self-development process, while colleagues provide social support and constructive feedback. This research makes a new contribution by exploring the role of observation by school principals and colleagues in an integrated manner in the context of increasing teacher professionalism. This approach highlights the importance of collaboration and support between school members in teacher professional development. Important implications for educational management practice, emphasizing the need to develop observation systems that are oriented towards continuous learning and holistically increasing teacher professionalism.

Beyond “Pressure”: Peer Influences on e-Cigarette Use in Young Australian Narratives of Vaping

Background In the early 2020s, Australian media and public health organizations described the rapid rise in youth e-cigarette uptake, portraying this as a “peer pressure” problem wherein vulnerable young people were being led or bullied into vaping by the “cool” kids. Yet, the peer pressure framing of vaping fails to account for young people's rituals of nicotine consumption and ways social drug economies are organized. Methods In 2023, we conducted qualitative interviews and ethnographic research with 24 young people ages 17 to 25, both vapers and nonvapers, in New South Wales, Australia. We investigated their embodied experiences of vaping, observations of peers’ vaping practices, and beliefs about vaping policy. We analyzed their accounts for themes and here report our findings, illustrated with participants’ quotes and an ethnographic portrait of a Sydney high school vape seller. Results The notion that young people are “pressured” into vaping lacked emic meaning for our participants. Their accounts reveal three ways that vaping is social beyond “pressure.” First, social vape market offers entrepreneurial teens money-earning opportunities, mediated by social networks and markers of peer esteem, prestige, and trust. Second, vapes are exchanged as both gifts and commodities in sharing economies, offering social opportunities and scripts for recreational interactions. Third, e-cigarettes as material objects provide esthetic and gustatory pleasures that are both individually enjoyed and socially performed in rituals of taste and display. Discussion These three perspectives on the sociality of vaping help nuance our understanding of how and why young people vape, and also suggest why public health outreach efforts may not be effective when they reduce youth vaping uptake to peer pressure. As youth vape use is on the rise in Australia, these perspectives matter for understanding this important social phenomenon and may help policy development move beyond simplifications of youth cultural motivations.

Evaluation of Teaching Performance of Dental College Lecturers in India

The actual goal of teaching dental students is to help them learn important skills and enhance their knowledge to become proficient doctors in the future and offer proper care to patients. However, dental teachers do not acquire formal training as a teacher. It is important to assess the teaching performance of the dental lecturers for their professional growth and student success. Further, peer evaluation is also significant as it provides benefits to students and lecturers as well. Hence, the study focuses on determining the teaching performance of dental lecturers in Tamil Nadu, India. The data from 20 participants has been collected using peer observation. With the help of a thematic table, significant results have been determined, indicating the different characteristics of the well-prepared, partially prepared, and not-prepared lecturers.

Leadership Practices among Women’s and Children’s Protection Desk in Southern Negros Occidental, Philippines

The study determined the leadership practices of Chiefs of Women and Children Protection Desk from six PNP stations in Southern Negros Occidental through self and peer assessment. Using Kouzes and Posner’s Leadership Practices Inventory, the study explores five key areas: modeling the way, inspiring a shared vision, challenging the process, enabling others to act, and encouraging the heart. Two questionnaires – the self and peer inventory, were prepared based on two types of respondents – the Chiefs and their peers. The result shows that the Chiefs earned high scores from their self- and peer-inventoried leadership practices. Statistics show a significant difference between enabling others to act self-inventoried and inspiring a shared vision of peer- inventoried and modeling the way of self-inventoried and allowing others to act of peer-inventoried leadership practices. Such difference may be attributed to the distances between the ages and ranks of Chiefs of Women and Children Protection Desk. Recommendations include enhancing feedback mechanisms, communication training, innovation support, decision-making empowerment, and recognition programs to align self-perceptions with peer observations and enhance leadership effectiveness. Future studies on leadership practices based on other concepts and theories shall be conducted since the present study is limited only to the idea presented by Kouzes and Posner (2007).). Also, regular feedback sessions or seminars/trainings should be held to ensure that chiefs and peers can openly discuss performance and expectations, and lastly, to empower peers in making decisions and taking ownership of their work.

An exploration of the impact of different peer learning activities utilised to develop student employability

ABSTRACT Assumptions about fostering human capital for national competitiveness underpin higher education policy drivers regarding employability. Departing from this focus on human capital development, research has highlighted the importance of relationality for employability, but there is a gap in scholarship about the role of peer relationships. Drawing on interview data about a curriculum-based intervention in an English university business school, we examine how students reflect upon and what they gain from peers in peer-focused employability learning experiences facilitated by external professionals. A ‘graduate capitals’ lens is used to illuminate student learning. Through group coaching, students’ identity capital grows by comparing themselves to peers and recognising mutual concerns; and through group activities in an assessment centre, students’ cultural capital expands through observation of peers and interaction with each other. We conclude by discussing the importance of reflexivity stimulated by peer interactions, and how to address student reluctance to engage with peer-based learning.

Dual Perspectives: How English Lecturers Perceive Peer and Supervisor Observations

Dual Perspectives: How English Lecturers Perceive Peer and Supervisor Observations

University academics’ experiences of participating in collaborative peer observation learning circles

University academics’ experiences of participating in collaborative peer observation learning circles

The impact of Teachers Professional Development on Learners Academic Performance in Selected Primary Schools in Kumi District

The study was aimed at on examining the effects of teacher professional development on learners’ academic performance in Kumi district. Teacher professional development is one of the concerns among different stakeholders who have interest in education in most of the developed and developing nations. With a lot of pressure among the educators to improve the academic performance among the learners, teachers’ continuous professional development has become a necessity for the schools that are committed to improving the academic performance of their learners. Teachers' professional development refers to a continuous process of acquiring new knowledge, skills, and competencies to improve their teaching practices and enhance student learning outcomes. This development can take various forms and often involves both formal and informal learning opportunities. The study was guided by three objective (i) To examine the relationship between workshops and learners’ academic achievements ii to establish the relationship between teacher leadership and learners’ academic achievements iii To assess the relationship between motivation and learners academic achievements. The key aspects of professional development include online courses motivation, teacher leadership, workshops and seminars, mentoring, collaborative learning, in-service training, graduate education, peer observation and conferences. The purpose of this research paper was to find out how teachers professional development affects the academic performance of learners in primary schools in Kumi. This research was conducted in selected primary schools in Kumi district.

Streamlining Faculty Evaluations: A Web-Based System for Enhanced Efficiency and Data-Driven Insights

Faculty evaluation is critical for improving teaching and student learning. Traditional methods, often reliant on student surveys, lack detail, and miss perspectives. This paper explores a Web-based Faculty Evaluation System (WFES) that leverages collaborative feedback to enhance teaching quality. The proposed WFES goes beyond traditional methods by incorporating multiple sources. It facilitates online student feedback through targeted surveys, self-reflection tools, and potentially integrated peer observation. This enriches the evaluation process with diverse viewpoints. A key benefit is efficient data collection. Online surveys and self-reflection tools reduce administrative burdens and streamline evaluation. Data analysis can identify areas for improvement, inform professional development, and target feedback for faculty. The collaborative nature fosters a culture of continuous improvement. By incorporating student, potentially peer, and self-reflection feedback, the system provides valuable insights for faculty, leading to more informed teaching practices and ultimately benefiting student learning. This research evaluates the implemented WFES using the ISO/IEC 25010 model. A web-based survey gathered feedback from a diverse group. The evaluation yielded promising results, with the WFES achieving a high overall score. However, areas for improvement in resource utilization and user interface design were identified. This research informs future development strategies to refine functionalities, enhance user experience, and ultimately strengthen faculty evaluation effectiveness.

Teachers’ Attitudes Towards Classroom Observations

Classroom observations enable professional growth and are integral to upholding the academic excellence of the school. Prioritising them must become imperative. In this study, geared towards exploring teachers’ attitudes towards peer and supervisory observations, we focused on teachers’ experiences, perceptions, and expectations of observations, the pivotal criteria for effective observation, the concrete changes made in teaching practice after receiving feedback, and the evolution of teachers’ attitudes towards observations throughout their professional careers. The study involved 73 teachers from three primary and one secondary school. A questionnaire was used to collect data. Through qualitative data, employing a coding technique, we gained valuable insights into teachers’ interpretations and the development of their attitudes towards them, while quantitative data provided robust support to our descriptive findings. The study revealed a prevalent positive disposition among teachers towards observations. Their expectations focused on receiving constructive feedback, further empowering them with ideas for future work, and facilitating the process of self-reflection. Most of the changes implemented in teaching practices after receiving feedback predominantly revolve around classroom management and changes in teaching methods. However, observations are also related to supervision, bureaucracy, pressure, and stress. Despite these challenges, teachers’ attitudes towards observations tend to improve over the course of their teaching careers. While both peer and supervisory observations pose challenges, peer observations emerge as more useful, notwithstanding concerns regarding subjective biases when observing colleagues.

Does reciprocal peer observation promote the transfer of learning to teaching practice?

AbstractThis paper investigates whether Reciprocal Peer Observation is an effective practice for promoting Teacher Professional Development. It focuses on analysing the Improvement Goals transfer processes stemming from teachers' own educational approach, which teachers identify during Reciprocal Peer Observation. A total of 230 teachers, paired together, conducted a second classroom observation, focused on a specific Improvement Goals to assess the extent of their transfer. The findings indicate that Improvement Goals transfer to classroom practice occurs predominantly. The study analyses predictive and facilitating factors that contribute to this process. The results reveal that collaborative culture and collective agency are predictive factors for transfer. Similarly, personal factors arising from reflection and awareness of one's own practices, alongside the support of the partner, could promote the identified processes of improvement. In conclusion, Reciprocal Peer Observation can be regarded as a highly effective practice for identifying Improvement Goals and transferring them to the classroom, benefiting Teacher Professional Development.

Reciprocal peer observation: a mechanism to identify professional learning goals

ABSTRACT Reciprocal Peer Observation involves a pair of teachers with similar degrees of experience and status who mutually agree to observe each other’s practice. Both act as observer and observee. Individual reflection and mutual constructive feedback are provided, enabling the sharing of knowledge to identify goals for improving their teaching practice. In this study, 228 primary and secondary teachers followed a four-stage cycle of peer observation: pre-observation meeting; observation and brief report by observee; feedback meeting; and reflective writing by observee with a learning goal. Using different instruments (post-observation report, audio recording of the feedback meeting, final reflective synthesis; evaluation questionnaire and group interviews), the study has shown that most teachers identified the learning goal in the three stages of the cycle, which allowed them to refine it based on their own reflections and those of the observer; and to make better use of the feedback. Consequently, this process has led to higher quality learning goals. However, these same teachers also formulate – to a lesser extent – lower quality goals. The study provides criteria to further guide reciprocal peer observation towards the improvement of teacher learning.

Peer observation in ELT at higher education: the implementation in synchronous online teaching

PurposeOur paper examines how ELT lecturers perceive the feasibility of implementing Peer Observation (PO) in synchronous online settings, drawing on their prior experiences with offline PO. We also aim to identify potential areas for synchronous online PO.Design/methodology/approachWe employed semi-structured interviews with eight lecturers as participants. Data analysis included identifying keywords, transcribing and labeling responses, and sorting and categorizing the themes.FindingsFirstly, our findings indicate that lecturers reported several benefits from conducting offline PO, such as identifying teaching weaknesses, learning new techniques of teaching, gaining motivation, and receiving peer feedback. Participants also agreed that synchronous online PO is feasible and may offer greater benefits, especially with the shift to online teaching. Finally, the interview data highlighted potential areas for observation in synchronous online settings, including both pedagogical and technological aspects.Research limitations/implicationsFirstly, our study did not explore the potential and focus areas of synchronous online PO based on lecturers' actual experiences. Instead, we derived these potential and focuses from their experiences with offline PO. Secondly, the potential observation areas have not been validated.Practical implicationsThis study aims to contribute to the existing literature by exploring the potential of synchronous online PO and identifying key aspects for observation. Furthermore, in terms of practical implications, our findings may serve as a basis for developing validated guidelines for synchronous online PO, involving more practitioners. Additionally, lecturers and higher education institutions can consider implementing synchronous online PO to enhance teaching quality.Originality/valuePrevious literature has discussed ELT teachers' perceptions of offline PO, but limited research exists on its implementation in synchronous online contexts. Additionally, identifying potential areas for observation in synchronous online PO remains a concern.

A multi-method exploration of a cardiac rehabilitation service delivered by registered Clinical Exercise Physiologists in the UK: key learnings for current and new services

BackgroundCardiac rehabilitation has been identified as having the most homogenous clinical exercise service structure in the United Kingdom (UK), but inconsistencies are evident in staff roles and qualifications within and across services. The recognition of Clinical Exercise Physiologists (CEPs) as a registered health professional in 2021 in the UK, provides a potential solution to standardise the cardiac rehabilitation workforce. This case study examined, in a purposefully selected cardiac exercise service that employed registered CEPs, (i) how staff knowledge, skills and competencies contribute to the provision of the service, (ii) how these components assist in creating effective service teams, and (iii) the existing challenges from staff and patient perspectives.MethodsA multi-method qualitative approach (inc., semi-structured interviews, observations, field notes and researcher reflections) was employed with the researcher immersed for 12-weeks within the service. The Consolidated Framework for Implementation Research was used as an overarching guide for data collection. Data derived from registered CEPs (n = 5), clinical nurse specialists (n = 2), dietitians (n = 1), service managers/leads (n = 2) and patients (n = 7) were thematically analysed.ResultsRegistered CEPs delivered innovative exercise prescription based on their training, continued professional development (CPD), academic qualifications and involvement in research studies as part of the service. Exposure to a wide multidisciplinary team (MDT) allowed skill and competency transfer in areas such as clinical assessments. Developing an effective behaviour change strategy was challenging with delivery of lifestyle information more effective during less formal conversations compared to timetabled education sessions.ConclusionsRegistered CEPs have the specialist knowledge and skills to undertake and implement the latest evidence-based exercise prescription in a cardiac rehabilitation setting. An MDT service structure enables a more effective team upskilling through shared peer experiences, observations and collaborative working between healthcare professionals.