Peer Observation and Teachers

Enhancing Microteaching at Sultan Qaboos University by

(Authors): Dr. Salma Al-Humaidi, Sultan Qaboos University (Oman) & Prof. Mohamed Ismail Abu-Rahmah, Suez Canal University (Egypt)

Studies in English Language Teaching,
ISSN 2372-9740 (Print), ISSN 2329-311X (Online)
Vol. 3, No. 1, 2015.
(www.scholink.org/ojs/index.php/selt28).
E-mails:
mabu_rahmah@hotmail.com
& shumaidi@squ.edu.om.

(Abstract)
This study was an attempt to maximize the effectiveness of microteaching at SQU. It proposed a model incorporating five components: (1) planning and feedback, (2) teaching and observation, (3) self-assessment and reflection, (4) peers’ feedback, and (5) tutor’s feedback. The model was applied to a group of 24 student-teachers of English attending the microteaching course at the College of Education, Sultan Qaboos University. To measure the effectiveness of the model, the planning tasks, self-assessment forms, reflective questions raised by peer students, and the tutor’s feedback comments were analyzed qualitatively. It was found that the proposed model helped maximize the effectiveness of EFL microteaching at SQU.
Keywords:
Microteaching, Peer-observation, Student Teachers, Effectiveness, self-assessment and Reflection

Arab World English Journal (AWEJ) Vol.6. No.2 June 2015                         
                                                                                                                                                                    Pp.131 – 143



Peer observation of Teaching and Professional Development: Teachers’ Perspectives at the English Language Institute, King Abdulaziz University

Amal Ibrahim Shousha
English Language Teacher at the English Language Institute
King Abdulaziz University
Jeddah, Saudi Arabia


Abstract
Peer Observation of Teaching (POT) is one means to help teachers develop professionally. It shows any institute's sincere efforts to help its teachers for the sake of improving the quality of learning and teaching. It also helps to spread a spirit of collegiality in the workplace by sharing best teaching practices among colleagues. This paper reports on participants' reflections and viewpoints regarding a piloting Peer Observation Program (POTP) implemented in the English Language Institute (ELI) main campus at King Abdulaziz University (KAU), Jeddah, Saudi Arabia in the academic year (2013-2014). It also investigates whether taking part in POT helped teachers to develop professionally and to what extent. This paper utilizes data from an evaluation questionnaire completed by 13 teachers (observers and observees). Based on data analysis, this paper identifies: 1) the benefit of peer observation to achieve professional development by building self-confidence, self-reflection, sharing ideas and learning new teaching techniques, 2) teachers’ needs for administrative remuneration and training on peer observation skills especially feedback techniques, and 3) the hurdles that might inhibit teachers from participating in POT, which included time constraints, busy workloads and paper work.
Keywords:  Peer Observation, professional development, self- reflection, self-confidence, sharing ideas.

AWEJ Volume.5 Number.2, 2014   
                                                                                                                                                            Pp.153 -166
                                                                                                                                                                                                                     




Exploring Female Teachers' Perceptions towards Teacher Observation: Issues and Challenges in the Arab Context

Nadia Shukri
English Language Institute
King Abdul Aziz University, Saudi Arabia


Abstract
The present study investigated EFL teachers’ perceptions towards class observations and their challenges. Teachers’ observation was clearly recognized by educational researchers' views such as Sheal (1999) and Lawson (2011), who argue that observations can provide beneficial feedback to teachers, and can generally improve the overall effectiveness of the teaching/learning process. So, the purpose of the study is to identify teachers’ point of views about class observations, the challenges that they face and the suggestions they advise to improve. More specifically, this investigation was carried out in an attempt to promote both professional of teacher development.  Eighty teachers were selected randomly from all women's campuses of the English Language Institute of an Arab university. The instrument used to collect data was a questionnaire based on two parts. The first part comprises 5 point Likert-scale items and the second part includes open ended questions. Data analysis was presented in terms of frequency, percentage, and interpretations of the open-ended questions.  Findings revealed that teachers agree and strongly agree with the fundamental role of class observation as a way to learning and gradual improvement in teaching. The participants also highlighted the importance of observers’ pre and post observations mainly their positive feedback in motivating them to improve the teaching practices. Besides, the majority of teachers viewed that class observation is not the only form of professional development but they are in need of training and workshops.

Keywords: Teachers’ observation, professional and teacher developmen

This  paper  is  an  attempt  at  illustrating  the  significance  of  observation  as  a  teacher  development  device.  For  this  purpose  a  set  of  observation  tasks  has  been  designed  based  on  a  specific  teacher  training  context.  Accordingly,  the  different  stages  of  the  procedure,  as  well  as  the  importance  of  feedback,  are  discussed  and  justified  based  on  the  pertinent  literature.  The  theoretical  basis  of  the  decisions  made  is  also  analysed  with  reference  to  certain  modes  of  supervision  and  the  different  functions  of  classroom  observation.

Reflection has long been advocated in the literature as a vital means
of investigating the personal and professional self. It is believed that
teacher development might be more efficient if driven by peer
observation and accompanied by a structured follow-up discussion.
The purpose of this study is to investigate the attitudes of instructors
towards a peer observation-feedback model. It is hypothesized that
when involved in peer observation and feedback, instructors will
report improvement on their teaching styles and methodology.