Peer Observation as a Means to Develop Teachers’ Professionalism
The emergence of reflective practice in promoting teacher professional development has been discussed in many literatures. Research studies showed the benefits of conducting reflective practice to improve teachers’ classroom instruction. Peer observation as one of the reflective practice activities...
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International journal of multicultural and multireligious understanding
2018-06-01
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doaj-7546159a4f384f69883018e6742bc1b82020-11-25T01:53:41ZengInternational journal of multicultural and multireligious understandingInternational Journal of Multicultural and Multireligious Understanding2364-53692364-53692018-06-015315115810.18415/ijmmu.v5i3.140132Peer Observation as a Means to Develop Teachers’ ProfessionalismTosriadi Tosriadi0Abdul Asib1Sri Marmanto2Umu Arifatul Azizah3Englis Education Department, Sebelas Maret University. Surakarta, IndonesiaSebelas Maret UniversitySebelas Maret UniversitySebelas Maret UniversityThe emergence of reflective practice in promoting teacher professional development has been discussed in many literatures. Research studies showed the benefits of conducting reflective practice to improve teachers’ classroom instruction. Peer observation as one of the reflective practice activities is viewed as an effective strategy in developing teachers’ pedagogy and professional competences. Peer observation refers to the act of teachers collaborate to identify the strength and the weakness of their teachings. By doing so, it is expected there will be improvement in learning outcomes. This study explored EFL teachers’ perceptions on peer observation as means to develop teachers’ professionalism. Two EFL teachers who worked as English teachers were purposively selected as the respondents of the study. The participating teachers got at least 1 year teaching experience to assure their involvement in peer observation. To meet the objectives of the study, the data were gained through classroom observation, and followed by in depth interview. Then, they were analyzed by using interactive model data analysis for qualitative study. The results of the study indicated teachers’ positive perceptions on peer observation as professional development tool. Peer observation brought some benefits for teachers. It helped teachers solve the problems they encountered in their teachings, instead it also could be used as learning opportunity by observing new teaching method/strategy from other colleagues.https://ijmmu.com/index.php/ijmmu/article/view/140reflective practicepeer observationclassroom instructionprofessional development tool |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Tosriadi Tosriadi Abdul Asib Sri Marmanto Umu Arifatul Azizah |
spellingShingle |
Tosriadi Tosriadi Abdul Asib Sri Marmanto Umu Arifatul Azizah Peer Observation as a Means to Develop Teachers’ Professionalism International Journal of Multicultural and Multireligious Understanding reflective practice peer observation classroom instruction professional development tool |
author_facet |
Tosriadi Tosriadi Abdul Asib Sri Marmanto Umu Arifatul Azizah |
author_sort |
Tosriadi Tosriadi |
title |
Peer Observation as a Means to Develop Teachers’ Professionalism |
title_short |
Peer Observation as a Means to Develop Teachers’ Professionalism |
title_full |
Peer Observation as a Means to Develop Teachers’ Professionalism |
title_fullStr |
Peer Observation as a Means to Develop Teachers’ Professionalism |
title_full_unstemmed |
Peer Observation as a Means to Develop Teachers’ Professionalism |
title_sort |
peer observation as a means to develop teachers’ professionalism |
publisher |
International journal of multicultural and multireligious understanding |
series |
International Journal of Multicultural and Multireligious Understanding |
issn |
2364-5369 2364-5369 |
publishDate |
2018-06-01 |
description |
The emergence of reflective practice in promoting teacher professional development has been discussed in many literatures. Research studies showed the benefits of conducting reflective practice to improve teachers’ classroom instruction. Peer observation as one of the reflective practice activities is viewed as an effective strategy in developing teachers’ pedagogy and professional competences. Peer observation refers to the act of teachers collaborate to identify the strength and the weakness of their teachings. By doing so, it is expected there will be improvement in learning outcomes. This study explored EFL teachers’ perceptions on peer observation as means to develop teachers’ professionalism. Two EFL teachers who worked as English teachers were purposively selected as the respondents of the study. The participating teachers got at least 1 year teaching experience to assure their involvement in peer observation. To meet the objectives of the study, the data were gained through classroom observation, and followed by in depth interview. Then, they were analyzed by using interactive model data analysis for qualitative study. The results of the study indicated teachers’ positive perceptions on peer observation as professional development tool. Peer observation brought some benefits for teachers. It helped teachers solve the problems they encountered in their teachings, instead it also could be used as learning opportunity by observing new teaching method/strategy from other colleagues. |
topic |
reflective practice peer observation classroom instruction professional development tool |
url |
https://ijmmu.com/index.php/ijmmu/article/view/140 |
work_keys_str_mv |
AT tosriaditosriadi peerobservationasameanstodevelopteachersprofessionalism AT abdulasib peerobservationasameanstodevelopteachersprofessionalism AT srimarmanto peerobservationasameanstodevelopteachersprofessionalism AT umuarifatulazizah peerobservationasameanstodevelopteachersprofessionalism |
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