A suggested peer observation model as a means of professional development

Cataloged from PDF version of article. ; Peer observation is a type of classroom observation in which one teacher observes another for mutual or self-benefit. The aim is to help teachers learn about their own teaching as well as other teachers’ styles and techniques, understand features of student behavior and classroom dynamics, and increase overall professional development, which leads them towards becoming better teachers. The aim of the study was to discover the perceptions of the participants on a proposed model for peer observation. As a part of the teacher development program, a process of peer observation is currently being considered for implementation at Anadolu University, School of Foreign Languages (AU-SFL). Before such a process is implemented, a model for the process needs to be developed. In this study, a pilot peer observation process was conducted with an adapted version of the clinical supervision model, in which the role of the supervisor was filled by a peer. Two experienced and two novice teachers who work in AU-SFL participated in this case study on a voluntary basis. To collect the data for the study, teachers were asked to answer a preobservation questionnaire before the peer observation process began, keep reflective journals throughout the process, and answer semi-structured interview questions after the process ended. Participants’ responses to the pre-observation questionnaire were recorded and entered into a series of tables. Transcriptions of the interviews were read and every response related to the research questions was highlighted. The responses from each participant were then paraphrased in a series of tables, one table for each research question. The reflective journals were read, and then comments related to the research questions were underlined and put into the tables together with the interview responses. The results show that all of the four participants felt the peer observation process contributed to their professional development in varying degrees. They emphasized ...