Peer observation: a reflective model  

Oleh:

Cosh, Jill

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: ELT Journal = English Language Teaching Journal (Full Text) vol. 53 no. 1 (Jan. 1999), page 22-27.
Fulltext: 1999.1.22.full.pdf (344.86KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/ELT/53 Non-tandon: tidak ada Tandon: 1

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The purpose of this paper is to examine attitudes to peer observation, and to put the case for a more reflective approach. Peer observation is frequent/y carried out for purposes of appraisal or judgement of the observed, and this can be detrimental both to teacher confidence, and to a supportive teaching environment. Furthermore, this approach seems to have little value for active teacher development, since the focus is on being developed, rather than on self-awareness and self-development. Peer observation, therefore, should not be a vehicle for the evaluation of others on the basis of our assumptions, but a reassessment of those assumptions on the basis of their teaching. To this end, I propose two active self-development models of peer observation, with suggestions for their possible implementation.

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