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Peer Observation and Reflection in the ELT Practicum image (A study made…
Peer Observation and Reflection in the ELT Practicum
Observation is a tool for growth and development
It is done by peers to remove the authoritative aspect
Observation is often done by someone in postion of authority. It causes:
Nervous
All these facts have a negative impact on the teacher practicum
To deal with it teachers have to plan lessons in order to get posotive evaluations
Anxiety
Stress
Models of peer observation
Cosh(1999) suggests two models of peer observations in order to "encourage sel-reflection and self-awareness about teaching
Self-reflective peer observation model involves teacher selecting:
General interest
observing classes
Feedback form
Individual model
Some authors claim about what implications has Peer observation in ESL students. They are:
Richards and Farrell say: to be a pre-service teacher and make peer observations has benefits like
Teacher could be more aware about issues that they face and resolve it
Helping narrowing the gap between what teacher imagines and what really happens
Gün claims that reflection is important in teacher education programs because practicers tend more to react instead of reflect
Vacilotto and Cummings concluded by an study that teachers share information as means of reflection on their practices
A study made about PO carried out by Day show how Peer Observation helped to engage ESL pre-service teacher into a reflective thinking about teaching and learning processes
The research took plance in University of Hawaii
They were 15 participants
The research focus was
Description
Reflection
Exploration
It involved two parties
The observer
He/she describes what happens in the classroom
The teacher
He/she learns about the classroom
Interaction
Managment
Behavior
There were five questions
Did students modify their teaching behaviors or practices because of the PO?
Did the students change any of their teaching beliefs because of PO?
What were students' reaction to PO?
Would engaging in reflective teaching in the practicum generalize to subsequent teaching experiences?
Did PO help the students engage in reflective teaching?
The conclusions
It demostrated that they all 15 used or would use reflective teaching practices after the practicum
What they (students) do in their practicum should have long-term implications for their professional development
