Keywords
Professional Development
EFL Teacher
Abstract
This research examines EFL (English as a Foreign Language) teachers' perceptions of peer observation as a tool for developing professionalism. This research uses a qualitative approach, a case study type at Medan High School. The subjects of this research took two EFL teachers as English teachers. Data was obtained through observation and in-depth interviews. Then the data was analyzed using the Miles & Huberman data analysis model which includes data condensation, data presentation and verification or conclusion. The research results show teachers' positive perceptions of peer observation as a tool for teacher professional development. In developing teacher professionalism, peer observation can improve the quality of learning because correlation and input from peers can provide better teaching methods and innovation. It can also support reflection and develop understanding because it builds collaboration by involving colleagues in observing each other in a reciprocal process to improve classroom teaching through self-reflection. Peer observation brings many benefits to teachers. This helps teachers solve problems they face in teaching and provides learning opportunities to acquire new teaching methods or strategies from colleagues. Therefore, this research recommends that teachers conduct peer observations to develop their professionalism. Through peer observation, teachers receive constructive feedback to improve their teaching.
References
Ahmed, E., Nordin, Z., Shah, S., & Channa, M. (2018). Peer Observation: A Professional Learning Tool for English Language Teachers in an EFL Institute. World Journal of Education, 8(2), 73. https://doi.org/10.5430/wje.v8n2p73
Al-Amrat, M. (2024). The Role of Preparing Teachers’ Understanding of the Co-Teaching and Collaborative Teaching Models in Developing their Teaching Experiences. International Journal of Religion, 5(2), 466–480. https://doi.org/10.61707/rq5mbm10
Algraini, F. (2024). Investigating the Perceptions of Saudi EFL Supervisors and Teachers towards the Effect of Post-Observation Conferences on Teachers’ Professional Development through Assessing Teachers’ Reflection. European Journal of English Language and Literature Studies, 12(2), 11–26. https://doi.org/10.37745/ejells.2013/vol12n21126
Almusharraf, A. (2020). Student Teachers’ Development of Reflective Practice concerning Teaching Philosophy and Peer Observations. Arab World English Journal, 11(4), 547–564. https://doi.org/10.24093/awej/vol11no4.35
Alzubi, A., Nazim, M., & Ahmad, J. (2024). Exploring Teachers’ Perceptions of EFL Students’ Engagement in Collaborative Learning: Implementation Issues and Suggestions. Qubahan Academic Journal, 4(1), 250–264. https://doi.org/10.48161/qaj.v4n1a383
Bates, P., & Donaghue, H. (2021). Synchronous computer-mediated communication as a peer observation tool. ELT Journal, 75(2). https://doi.org/10.1093/elt/ccab024
Carbone, A. (2014). A peer-assisted teaching scheme to improve units with critically low student satisfaction: Opportunities and challenges. Higher Education Research and Development, 33(3), 425–439. https://doi.org/10.1080/07294360.2013.841644
Creswell, J. W. (2019). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. London: Sage Publications.
Dos Santos, L. M. (2016). How do Teachers Make Sense of Peer Observation Professional Development in an Urban School. International Education Studies, 10(1), 255. https://doi.org/10.5539/ies.v10n1p255
Drajati, N., Rakerda, H., Martono, Kusuma, I. P. I., Drivoka Sulistyaningrum, S., & Ilmi, M. (2023). Adopting digital storytelling in English classrooms: lessons learned from Indonesian EFL teachers’ reflective practice. Reflective Practice, 24(4), 1–13. https://doi.org/10.1080/14623943.2023.2210072
Drew, S., Phelan, L., Lindsay, K., Carbone, A., Ross, B., Wood, K., Stoney, S., & Cottman, C. (2017). Formative observation of teaching: focusing peer assistance on teachers’ developmental goals. Assessment and Evaluation in Higher Education, 42(6), 914–929. https://doi.org/10.1080/02602938.2016.1209733
Duong, M., & Tuan. (2021). Vietnamese EFL Teachers’ Perceptions and Practices of Reflective Teaching as a Tool for Professional Development ARTICLE HISTORY. REiLA Journal of Research and Innovation in Language, 3(3), 170–180. https://doi.org/10.31849/reila.v3i3.7961
Gaspersz, E. (2024). Influence of Transformational Leadership and Teacher Collaboration on Teachers’ Ability in Implementing Interdisciplinary Learning. Academy of Education Journal, 15(1), 718–733. https://doi.org/10.47200/aoej.v15i1.2299
Hamilton, S. E. (2013). Exploring professional identity: The perceptions of chartered accountant students. British Accounting Review, 45(1), 37–49. https://doi.org/10.1016/j.bar.2012.12.002
Ikhwan, A. (2021). Metode Penelitian Dasar (Mengenal Model Penelitian dan Sistematikanya). Tulungagung: STAI Muhammadiyah Tulungagung.
Ismail, S., & Nikpoo, I. (2023). Resilience, immunity, L2-teacher grit, and reflective teaching in language instruction: in service classes matters. Asian-Pacific Journal of Second and Foreign Language Education, 8. https://doi.org/10.1186/s40862-023-00217-1
Jakfar, A., & Rahmatillah, R. (2023). A systematic review on the significance of reflective teaching in teaching performance. EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English, 8(2). https://doi.org/10.26905/enjourme.v8i2.11785
Kennedy, M. M. (2016). How Does Professional Development Improve Teaching? Review of Educational Research, 86(4), 945–980. https://doi.org/10.3102/0034654315626800
Kurosh, S., Yousefi, M. H., & Kashef, S. H. (2020). Iranian teachers’ reflective teaching practice in relation to self-efficacy perceptions: investigating teachers’ discipline. Reflective Practice International and Multidisciplinary Perspectives, 3(1), 1–15. https://doi.org/10.1080/14623943.2020.1748591
Liang, S. (2024). A Literature Review of English Writing Rubrics. Frontiers in Humanities and Social Sciences, 4(3), 412–419. https://doi.org/10.54691/05km2a94
Mahara, K. (2024). Teachers’ Perceptions on Participatory Action Research in Classroom for English Language Teaching and Learning. Journal of Tikapur Multiple Campus, 7(1–2), 1–21. https://doi.org/10.3126/jotmc.v7i1-2.63138
Medvedev, N. (2024). Philosophical hermeneutics and scientific and pedagogical activities. Tambov University Review. Series: Humanities, 29(2), 255–268. https://doi.org/10.20310/1810-0201-2024-29-2-255-268
Merç, A. (2015). The Potential of General Classroom Observation: Turkish EFL Teachers’ Perceptions, Sentiments, and Readiness for Action. Journal of Education and Training Studies, 3(4). https://doi.org/10.11114/jets.v3i4.821
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (3rd ed.). New York: SAGE Publications.
Motallebzadeh, K., Hosseinnia, M., & Domskey, J. G. H. (2017). Peer observation: A key factor to improve Iranian EFL teachers’ professional development. Cogent Education, 4(1). https://doi.org/10.1080/2331186X.2016.1277456
Mouraz, A., & Ferreira, I. (2021). Contributions of Multidisciplinary Peer Observation to Lecturers’ Reflective Practices. Journal of Interdisciplinary Studies in Education, 10(1), 41–58. https://eric.ed.gov/?id=EJ1315196
Santos, L. (2016). Foreign Language Teachers’ Professional Development through Peer Observation Programme. English Language Teaching, 9(10), 39. https://doi.org/10.5539/elt.v9n10p39
Shukri, N. (2014). Exploring Female Teachers’ Perceptions towards Teacher Observation: Issues and Challenges in the Arab Context. Awej: Arab World English Journal, 5(2), 153–166. https://awej.org/images/AllIssues/Volume5/Volume5Number2June2014/13.pdf
Supiatman, L., Aryni, Y., Lidiana, P., Sari, P. L. P., Siahaan, M. O., Nasution, R. A., & Sari, D. M. (2023). Mapping of Integrated Local Wisdom to Develop Instructional Material. Journal Of English Languange and Education, 8(2), 212–223. https://doi.org/10.31004/jele.v8i2.455
Susoy, Z. (2015). Watch your Teaching: A Reflection Strategy for EFL Pre-service Teachers Through video Recordings. Procedia - Social and Behavioral Sciences, 199, 163–171. https://doi.org/10.1016/j.sbspro.2015.07.501
Tosriadi, T., Asib, A., Marmanto, S., & Arifatul Azizah, U. (2018). Peer Observation as a Means to Develop Teachers’ Professionalism. International Journal of Multicultural and Multireligious Understanding, 5(3), 151. https://doi.org/10.18415/ijmmu.v5i3.140
Tzotzou, M. D. (2015). Designing a Set of Procedures for the Conduct of Peer Observation in the EFL Classroom: A Collaborative Training Model towards Teacher Development. Multilingual Academic Journal of Education and Social Sciences, 2(2), 16–29. https://doi.org/10.6007/majess/v2-i2/1387
Visone, J. D. (2022). What teachers never have time to do: peer observation as professional learning. Professional Development in Education, 48(2), 203–217. https://doi.org/10.1080/19415257.2019.1694054
Woulfin, S. L., & Jones, B. (2021). Special development: The nature, content, and structure of special education teachers’ professional learning opportunities. Teaching and Teacher Education, 100, 103277. https://doi.org/10.1016/j.tate.2021.103277
Yuliasri, I., Mujiayanto, J., & Astuti, P. (2023). Enhancing Teacher Professional Development: Insight from Teacher Professional Learning Activities. International Journal of Social Science and Education Research Studies, 3(10). https://doi.org/10.55677/ijssers/V03I10Y2023-15
Zhang, J.-T., & Liang, X. (2013). One-Way anova for Functional Data via Globalizing the Pointwise F-test. Scandinavian Journal of Statistics, 41(1). https://doi.org/10.1111/sjos.12025
This work is licensed under a Creative Commons Attribution 4.0 International License.