Beginning teachers observations of peers the values, limitations, and suggestions from the perspectives of the insiders

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VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES

ĐỖ THỊ PHƯƠNG THÚY

BEGINNING TEACHERS’ OBSERVATIONS OF PEERS –
THE VALUES, LIMITATIONS, AND SUGGESTIONS
FROM THE PERSPECTIVES OF THE INSIDERS
GIÁ TRỊ, HẠN CHẾ, VÀ GỢI Ý CHO VIỆC DỰ GIỜ LẪN NHAU
CỦA GIÁO VIÊN MỚI VÀO NGHỀ

M.A. Combined Programme Thesis

English Methodology
Code: 60 14 10

HANOI – 2011


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VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES

ĐỖ THỊ PHƯƠNG THÚY

BEGINNING TEACHERS’ OBSERVATIONS OF PEERS –

THE VALUES, LIMITATIONS, AND SUGGESTIONS
FROM THE PERSPECTIVES OF THE INSIDERS
(GIÁ TRỊ, HẠN CHẾ, VÀ GỢI Ý CHO VIỆC DỰ GIỜ LẪN NHAU
CỦA GIÁO VIÊN MỚI VÀO NGHỀ)

M.A. Combined Programme Thesis

Major: English Methodology
Code: 60 14 10
Supervisor: Lê Văn Canh, PhD.

HANOI – 2011


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TABLE OF CONTENTS
Declaration ...........................................................................................................................i
Acknowledgement ................................................................................................................ii
Abstract.................................................................................................................................iii
Table of contents ..................................................................................................................iv

PART I: INTRODUCTION ........................................................................... 1
1. Background information and rationale for the study ...........................................1
1.1. Peer observation, a reflective approach to teacher development ..................1
1.2. The current situation of peer observation .....................................................2
2. Purposes of the study .................................................................................................3
3. Research questions .....................................................................................................3
4. Significance of the study ............................................................................................3
5. Methodology ..............................................................................................................4

5.1. Participants .....................................................................................................4
5.2. Procedures .......................................................................................................4
5.3. Data collection and analysis ...........................................................................5
6. Organization of the study ..........................................................................................5

PART II: DEVELOPMENT .......................................................................................6
CHAPTER 1: LITERATURE REVIEW ..........................................................................6
1.1. Definition of peer observation ...............................................................................6
1.1.1. Classroom observation .................................................................................6
1.1.2. Peer observation ...........................................................................................8
1.2. Peer observation as a tool for professional development ....................................11
1.2.1. Teacher professional development ..............................................................11
1.2.2. Peer observation as a tool for professional development ...........................14
1.3. Procedures for peer observation ...........................................................................19
1.3.1. Feel the need for action ...............................................................................19


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1.3.2. Choose a peer to work with..........................................................................19
1.3.3. Conduct the three-step peer observation .....................................................20

CHAPTER 2: METHODOLOGY ............................................................................30
2.1. The participants ......................................................................................................30
2.2. Research method .....................................................................................................31
2.3. Methods of data collection .....................................................................................32
2.3.1. The on-going combination of data collection methods ..............................32
2.3.2. Data collection instruments .........................................................................33
2.4. Method of data analysis and presentation ............................................................35

CHAPTER 3: DATA ANALYSIS AND DISCUSSION ...................................36
3.1. Benefits of peer observation to professional development ..................................36
3.1.1. Benefits of peer observation in comparison with related concepts ............36
3.1.2. Benefits of peer observation in promoting self-awareness .........................38
3.1.2. Benefits of peer observation in assisting the sharing of teaching
principles, teaching ideas, and teaching experiences. ...............................44
3.1.3. Benefits of peer observation in triggering discussion about
teaching contexts including the students, the curricula,
and the classroom facilities. ........................................................................48
3.1.4. Benefits of peer observation in promoting job satisfaction
in the participants ........................................................................................51
3.1.5. Benefits of peer observation in encouraging future change ......................54
3.1.6. Benefits of peer observation in networking the teachers
in the same institution..................................................................................55
3.1.7. Benefits of peer observation in introducing new ways of
researching into classrooms .........................................................................56
3.2. Limitations of peer observation .............................................................................57
3.2.1. Limitation of peer observation as a result of time ......................................57
3.2.2. Limitation of peer observation as a result of its effects
on the observed teachers ...............................................................................58


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3.2.3. Limitation of peer observation as a result of the difficulty in
finding a suitable peer .................................................................................60
3.2.4. Limitation of peer observation as a result of the way to
give and receive feedback .............................................................................60
3.3. Suggestions for the use of peer observation as a tool for
professional development .......................................................................................61

3.3.1. Suggestions on factors that initiate the application of peer observation ...61
3.3.2. Suggestions on factors that determine a peer to work with ........................63
3.3.3. Suggestions on the tasks for three stages of peer observation ...................64

PART III: CONCLUSION.........................................................................................70
1. Conclusions .................................................................................................................70
2. Recommendations ......................................................................................................71
2.1. For teachers ....................................................................................................71
2.2. For the educators, and managers ...................................................................73
3. Limitations and suggestions for further study ........................................................74
REFERENCES.....................................................................................................................75
APPENDIX ...........................................................................................................................I


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PART I: INTRODUCTION
1. Background information and rationale for the study
1.1. Peer observation, a reflective approach to teacher development
For teachers, “who dares to teach never ceases to learn” (Dana cited in Chang, 2006:
700). However, concerning the nonstop process of knowledge acquisition, the question
has been what to learn and where to get it.
According to Wallace (1991), knowledge can come to teachers in two types: “received
knowledge” or “research-based knowledge” and “experiential knowledge”. The former
is acquired through teacher training with the knowledge and experience handed out
from teacher educators as transmitters of knowledge, or from reading books about
teaching theories while the later is derived from two phenomena “knowing-in-action”
and “reflection”, which is from real teaching and self-evaluation. Since “teaching styles
and methods are very subjective, and … so far there has been no proof that any one
method or style of teaching is significantly more successful than others” (Ellis, cited in

Cosh, 1999), “experiential knowledge” has been convinced to be more important.
Such a shift in teachers‟ sources of knowledge concords with the change in the focus of
teacher education. In this field, more has been discussed in favor of teacher
development than teacher training. No longer can one become a teacher just by
receiving the knowledge from the educator. In fact, she/he has to be self-initiated, selfdirected, and self-evaluated with her own development, and what the educator can do
for her/him then is to support, promote and further that development.
Together with the emphasis on “reflection” and “teacher development”, peer
observation, “a reflective approach to teacher development” (Vacilotto & Cumming,
2007:153), “is gaining popularity in the field of education” (Munson, 1998:108).
Peer observation will be more clearly understood when compared with the traditional
evaluative classroom observation. The common feature of the two approaches is the
three stages with which they are organized, namely pre-observation, observation and
post-observation. However, differences can be found in all the stages and they can be


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categorized into the participants, the purposes, and the outcome (Cosh, 1999; Munson
1998; William, 1989; Pham Viet Ha, 2004; Anderson et al, 2005).
Traditionally, classroom observation has been carried out by either the supervisors or
the administrators, who choose to sit at the back of some classes, silently observing and
checking in the evaluation sheet as a judgmental move to decide on „good teaching‟ and
„bad teaching‟ (William, 1989). The post-observation, if there is, is full of negative
feedback. The observed teachers “often receive some sort of rating checklist that tends
to be overly general, highly subjective, and vague in its analysis” (Munson, 1998:108).
Therefore, teachers don‟t like it. “It … [is] threatening, frightening, and regarded as an
ordeal” (William, 1989).
In contrast, peer observation engages two or more “teachers of equal status” in “a
process of mutual collaboration and interpersonal support, assisting one another in
reflecting on their own practices on a regular basis” (Gottesman, Showers & Joyce cited

in Vacilotto & Cumming, 2007:154). Unlike evaluative classroom observation, “peer
observation is not carried out in order to judge the teaching of others, but to encourage
self-reflection and self-awareness about our own teaching” (Cosh, 1999: 25). It offers
the teachers with opportunity to “share their professional experiences, doubts,
insecurities, successes, and failure, free from fear of being evaluated” (Vacilotto &
Cummings, 2007:153).
A numbers of studies have been done on the benefits of peer observation in both preservice and in-service teachers‟ teaching practices and their attitudes towards the
activity (Anderson et al, 2005; Munson, 1998; and Vacilotto & Cummings, 2007, and so
on). The findings confirmed that peer observation fosters development of teaching skills
and that teachers feel very comfortable participating.
1.2. The current situation of peer observation in the researcher’s working context
In Vietnam, it seemed to the researcher that peer observation was a new concept, or
sometimes mistaken to traditional evaluative classroom observation. Moreover, with her
own experience in teaching in Faculty of English Language Teacher Education,
University of Languages and International Studies, Vietnam National University, Hanoi,
she recognized that reflecting on one‟s own teaching was not a very common practice


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among teachers here. Moreover if they reflected on their teaching, peer observation was
barely used.
The situations drove the researcher to do a study on “Novice Teachers’ Observations
of Peers – The Values, Limitations, and Suggestions from the Perspectives of the
Insiders”
2. Purposes of the study
This study was carried out with the purposes to


examine the extent to which the participants benefited from peer observation



examine the difficulties the participants might have in implementing peer
observation



propose some recommendations for the implementation of the practice

3. Research questions
In order to achieve the abovementioned purposes, the study was conducted to answer
the following research questions:


What are the benefits of peer observation to professional development as
perceived by the teachers?



What are the limitations of peer observation to professional development as
perceived by the teachers?



What suggestions do these teachers make for the use of peer observation as a
tool of professional development so that its maximal benefits can be achieved?

4. Significance of the study
This study would be of interest to teachers at Faculty of English Language Teacher

Education, University of Foreign Languages and International Studies, Vietnam
National University, Hanoi because peer observation, believed to be beneficial for
teachers‟ professional development by such reputational scholars as Wallace (1998),
Richards & Farrell (2005) and Vacilotto & Cummings (2007), was investigated with the
participants teaching in the same context. They would be excited to find out the
similarities and differences between their own situations and the one described in the
study so as to decide on the applicability of the activity.


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This study would draw the attention of educators, managers of Faculty of English
Language Teacher Education, University of Foreign Languages and International
Studies, Vietnam National University, Hanoi to one of the approaches in developing
their trainees and employees. The outcome of the study was hoped to lead to some
changes in the Faculty‟s teacher development policies.
This study would also be of certain benefits to those who were involved in the field of
education training in Vietnam since it provided an experience of peer observation. All
aspects such as the assessment of strengths and weaknesses, and its implementation
were thoroughly discussed so that pedagogical implications could be withdrawn for
future reference and research.
The study was hoped to contribute also to the system of research on teacher peer
observation, professional development and support worldwide.
5. Methodology
5.1. Participants
The study involved 5 novice teachers in Faculty of English Language Teacher
Education, University of Languages and International Studies, Vietnam National
University, Hanoi, whose teaching experience ranged from 1 year to 4 years. These five
were divided into 3 pairs with one being in two pairs.
It would be ideal if the number of the teachers participating could be more than 5.

However, five seemed to be suitable considering the feasibility and controllability of the
study.
5.2. Procedures
First, the participants were interviewed individually. The interviews aimed to
investigate the participants‟ belief of and experience with peer observation. At the end
of the interviews, the researcher provided the interviewees with brief instruction on the
procedures of observation and feedback giving.
Then they were set for the observations. Even though, the observations done and
analyzed in the study were merely for the purpose of researching, they were arranged to
follow the guidance that researchers like Munson (1998), Richards (1998), etc.
suggested so as for peer observation to be an effective tool for teacher professional
development. The observations went through three steps: pre-observation, observation,


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and post observation. The post-observation conferences were followed by brief
interviews between the researcher and both participants for further explanation and
clarification of the points made during the conferences. Also, in these interviews, the
participants were asked for their fresh feelings and comments on the benefits and
limitations of the observation they had just done. The conferences and the interviews
were audio-recorded for data analysis. Findings from the post-observation conferences
and the follow-up interviews would be of great value since they demonstrated genuinely
the extent to which peer observation benefited the participants.
After each observation, the participants freely described what they had done and how
they felt about the activity in their journals. What the journals came up with provided
further evidences of the benefits of peer observation, the difficulties the participants
encountered, and their suggestions for the application of the activity.
5.3. Data collection and analysis
The instruments for data collection were



the preliminary interviews



the post-observation conferences and the follow-up interviews



the reflective journals

The transcription was segmented and coded according to pre-determined categories.
With these categories, the findings were then presented and discussed in accordance
with the research questions.
6. Organization of the study
The research includes three parts as followed: Part I provides a brief introduction to the
issue and an overview of the paper. Part II includes three chapters, namely Literature
Review (Chapter 1), Research Methodology (Chapter 2) and Data Analysis and
Discussion (Chapter 3). In details, Chapter 1 reviews theoretical backgrounds to peer
observation. Chapter 2 describes the methods used to carry out the study. Chapter 3
presents and analyzes the data collected from the interviews, the peer conferences, and
the journals. Part III summarizes the main findings, and some suggestions for the
effective application of peer observation, the limitations of the research and suggestions
for further studies. Following the chapters are the references and appendices.


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PART II: DEVELOPMENT

CHAPTER 1: LITERATURE REVIEW
This chapter, which reviews the overall background concerning the study, will serve as
the theoretical foundation on which the study is based. In this chapter, the researcher
will review beliefs and studies on the issues most relevant to the study – peer
observation.
1.1. Definition of peer observation
1.1.1. Classroom observation
Classroom observation has been existing for many purposes. One very popular purpose
is research. However, observation for this purpose is for sure not the topic of this paper.
Apart from research, classroom observation is widely used for the purpose of evaluation
teacher professional development.


Classroom observation for the purpose of evaluation

Classroom observation can be used for the purpose of evaluation, in which teachers are
observed by administrators to be assessed. Most teachers have often come across
classroom observation in the context of assessment of their teaching practice during
teacher training. Later, when they start their profession, in-service teachers‟ classroom
observation is used, often by the administrators with the purpose of judging the
teaching. The consequence of these supervisory practices is that classroom observation
is not welcomed by teachers.
Richards and Farrell (2005), from their own experience, have discovered “a negative
reaction to the idea of someone observing … classes”. According to them, since
observation is often considered “a part of the process of performance appraisal” (p.85),
teachers often feel scared and react negatively to the practice.
Teaching performance evaluation being the purpose of classroom observation,
administrators or supervisors being the observers, and unpleasant feelings such as
defensiveness, distress, suspicion provoked in teachers are the common features of this
kind of classroom observation noticed by Cosh (1999), Davies (2000), Munson (1998),

Vacilotto & Cummings (2007), Wallace (1998), and Williams (1989). From their


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observation, teachers often feel resistant to classroom observation because they “tend to
equate being observed with being assessed” (Wallace, 1998: 104).
More importantly, the researchers agreed on the adverse effects evaluative classroom
observation has on teacher development. Cosh (1999) concluded that not only does this
approach have little value for teacher development, but it also negatively influences
“teacher confidence and a supportive teaching environment” (p.22).
The failure of classroom observation in developing teachers was again confirmed by
Vacilotto & Cummings (2007), who claimed that once carried out for evaluative
purpose, classroom observation “prevents teachers from recognizing the professional
development program as a process that focuses on improvement of instruction rather
than on revealing weaknesses for the purpose of punishment” (p.153).
In Vietnam, the same situation can be observed in some teacher training institutions,
and in a number of schools. Pham Viet Ha (2004) stated that in Vietnam being observed
is often linked with being evaluated and criticized. Consequently, classroom
observations are often carried out with resistance and reluctance in the participants.
 Classroom observation for the purpose of teaching development
The shift in the source of knowledge for language teachers from “received knowledge”
to “experimental knowledge” observed by Wallace (1991: 13) and many other scholars
has made it clear that classroom observation should not be used for the purpose of
evaluation or teacher training, telling them the dos and the don‟ts. Instead, it should be
used for another purpose: teacher professional development.
What differentiates the two types of classroom observations is what Gebhard &
Oprandy (1999) termed nonjudgmentalness.
As analyzed above, teachers often react very negatively to classroom observation
because they equate it with being rated, with being assessed to be good or bad teachers.

The judgment, or in other words, the evaluative opinions and conclusions, either
positive or negative, formed by the supervisors or administrators as the observers,
threats the teachers, makes them feel nervous, stressed, and depressed. Moreover, the
description of the observed lesson, if any, may not be attentively listened to (Gebhard &
Oprandy, 1999: 36), because “the minds … can be so absorbed in the process of


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judgment and trying to change this bad stroke that the person might never perceive the
stroke itself” (ibid.).
In contrast, being nonjudgmental, which means “withholding an opinion or postponing
a conclusion” (ibid.), is much more beneficial. First, negative response to classroom
observation is no longer found in the observed teachers. This leads to another benefit:
the trustworthy description of the lessons as the teachers and the students, when under
no stress of being assessed, often act more naturally without trying to fake a good
lesson. Moreover, once the observed teachers, with no interference of judgments, pay
attention to the objective description of the lessons, they are more likely to be able to
take full use of it to come up with their own interpretation, and then reflect on their
teaching behavior themselves. At this point, the ultimate goal of teacher professional
development is well served.
In order to be nonjudgmental to avoid the negative feelings preventing teachers from
taking full use of classroom observation for development purpose, it is advisory that
observation be carried out by teachers of the same rank. This type of observation has
been widely recognized as peer observation.
1.1.2. Peer observation
According to Richards & Farrell (2005), “peer observation refers to a teacher or other
observer closely watching and monitoring a language lesson or part of a lesson in order
to gain and understand of some aspect of teaching, learning, or classroom interaction”
(p.85). Peer Observation Scheme (2003) of Newman University College defines peer

observation as a process which “involves one member of academic staff observing a
colleague‟s practice and feeding back, in a reflective way, on what they observed” (p.1).
The concept is also insightfully defined by Lublin (cited in ProDAIT, 1) as
A collaborative and reciprocal process whereby one peer observes another‟s teaching
(actual or virtual) and provides supportive and constructive feedback. Its underlying
rationale is to encourage (continued) professional development in teaching and learning
through critical reflection, by both observer and „observee‟. It may also include
„observation‟ and feedback of non-classroom aspects [such as] a staff member‟s
approaches to teaching and learning, including module or course design and
documentation, teaching resources, appropriateness of assessment etc.


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From the definitions, it is obvious that peer observation should involve the following
elements.
 Purpose of peer observation
The ultimate goal of peer observation is professional development. It should be done for
the purpose of professional development rather than to assess and evaluate teaching
practices.
 Observer and ‘observed’
The relationship between observer and „observee‟ should firstly be a collaborative one.
Since classes are normally organized with the presence of students and one teacher only,
“teaching is in many ways a lonely profession”, in which “most teachers face their
classes alone” (Wallace, 1998: 207). However, collaboration is believed to be of great
value since the sharing of ideas only can be beneficial in many obvious ways.
According to Wallace (1998), by articulating the ideas to another teacher, one can have
his/her ideas developed in ways that might not otherwise have happened. Moreover,
he/she can be motivated and gratified by the feedback from colleagues, which also
provides the basis for further reflection.

In fact, the collaboration between members of academic staff can be between
experienced and novice teachers. On one hand, the inequality of experience and
knowledge often leads to criticism from experienced teachers, and scare of novice ones,
which is likely to result in the relationship failing to benefit the teachers. On the other
hand, when both participants are in much the same position, the exchange of ideas is
believed to be the most honest and open. For these reasons, it is vital that participating
in the process of peer observation are teachers of same rank. The unavoidable habit of
judging may still be sometimes found in both teachers, but unlike in the experiencednovice teacher relationship, they do not hesitate to discuss the judged areas, and
consequently develop themselves.
Teachers of the same rank participating in the collaborative process of peer observation
should not be clear-cut assigned to be observer or 'observee'. They should take turn to
be both. Since “learning takes place from the „double‟ perspective of being the observer
and the observed,” (Donnelly, 2007: 126) the role-shift will provide teachers with a


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chance to take full advantages of peer observation for the purpose of teaching
development.
 Observed lessons
Teachers may observe a language lesson or part of a lesson. The lesson observed may
be actual or virtual; however, according to the principles of classroom observation
proposed by Williams (1989), the lesson should be “course-link”, which means that
teachers “should try to link the visits to the course, so that the teacher‟s attention in the
classroom is focused on items being discussed on the course” (p. 86).
Another requirement is that “the observer should remain an observer” (Richards,
1998:143). In order to minimize the influence of the observer to the lesson, it is crucial
that observers stay still and silently, allowing the lessons to go on naturally and
smoothly.
 Observation, feedback, and reflection

Observing, giving feedback and reflecting are three main activities that peer observation
involves.
Ideally, observers‟ feedback to „observee‟ is nonjudgmental, including no evaluative
comments. However, as long as the goal is to be supportive and constructive, some
occasional judgments are acceptable.
Peer observation has to be more than just observing and giving feedback; it would not
be complete without the most important phase, in which both observer and „observee‟
can learn the most, reflection. This is what makes peer observation far different from
evaluative one.
 What to be observed
Wallace (1998) shared the idea on what to be observed with Richards & Farrell (2005).
In his opinion, the focus of the observation can be on the teachers, the students, or the
context of teaching and learning. While the teachers can have their techniques, physical
presence, use of gesture, etc. observed, aspects of learning like the way of working, of
interacting, and of responding to the teachers can be observed in the students. As for the
context of teaching and studying, observers might be interested in the classroom layout
or the use of classroom facility, and so on.


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However, according to Lublin (cited in ProDAIT), the focus of the observation can be
the so-called “non-classroom aspects” like module and course design and
documentation, teaching resources, and appropriateness of assessment, etc.
In summary, peer observation is the collaborative process in which two teachers of the
same rank observe each other‟s lessons (actual or virtual) then give constructive and
supportive feedback on teaching, learning, classroom interaction as well as some nonclassroom aspects which inspires them to reflect on their own teaching for the ultimate
goal of professional development.
1.2. Peer observation as a tool for professional development
1.2.1. Teacher professional development

 Teacher learning: Training versus development
Training and development were identified by Richards & Farrell (2005) as “two broad
kinds of goals within the scope of teacher education” (p.3).
The initial step taken by all teachers-to-be is training, which often “involves
understanding basic concepts and principles as a prerequisite for applying them to
teaching and the ability to demonstrate principles and practices in the classroom” (ibid.).
Later, in their career, teachers are occasionally trained to be introduced to new
textbooks, to get familiar with new teaching methods and facilities, or even to be
instructed to fulfill a new assignment and responsibility. No matter when the training is
offered, the content of training is often chosen by the educators and can be found in
standard training format or methodology books.
However, in accordance with the updated educational paradigms, and in response to
new challenges from new curricula, national tests, or student needs, “the field of
language teaching is subject to rapid changes” (Richards & Farrell, 2005: vii). If
teachers simply wait to be trained, they can hardly keep pace with these changes, to
which teachers are supposed to response to not only at one single moment in their career
but continuously in the whole professional life. They should be aware of the fact that
not everything teachers need to know can be provided at pre-service level, and that they
should feel the need to be responsible for themselves, to participate voluntarily in an ongoing process for a longer-term goal: professional development.


20

Underhill cited in Head (1997) defined development as change and growth, and teacher
development as “the process of becoming „the best kind of teacher that I personally can
be‟” (p.1). He also maintained that the process can be achieved by using the teacher‟s
“inner resource”, and that each teacher should be aware of the possibilities for change
and aware of what influences the change process. According to Woodward (cited in
Head, 1997:9), unlike teacher training, teacher development is a voluntary and continual
awareness-based process which aims at a long-term goal of personal growth and

development of attitudes. The agenda for development is from nowhere else but right
inside each individual teacher who feels the urge not to get a certificate to get a job but
to “construct their own knowledge and understanding of what takes place in their
classroom” (Richards & Farrell, 2005: 13).
 Areas for Professional Development
Richards & Farrell (2005) identified six areas for professional development as followed
- Subject-matter knowledge. Increasing knowledge of the disciplinary basis of TESOL –
that is, English grammar, discourse analysis, phonology, testing, second language
acquisition research, methodology, curriculum development, and the other areas that
define the professional knowledge base of language teaching.
- Pedagogical expertise. Mastery of new areas of teaching, adding to one‟s repertoire of
teaching specializations, improving ability to teach different skill areas to learners to
different ages, and backgrounds.
- Self-awareness. Knowledge of oneself as a teacher, of one‟s principles and values,
strengths and weaknesses.
- Understanding of learners. Deepening understanding of learners, learning styles,
learners‟ problems and difficulties, ways of making content more accessible to learners.
- Understanding of curriculum and materials. Deepening one‟s understanding of
curriculum, and curriculum alternatives, use and development of instructional materials.
- Career advancement. Acquisition of the knowledge and expertise necessary for
personal advancement and promotion, including supervisory and mentoring skills.
(Richards & Farrell, 2005, 9-10)

Not only is the list the guide for teachers on their way to professional development, but
it is also the criteria to evaluate professionally developing tools. Actually, teachers who
go beyond training, attempting to develop themselves have “a wide variety of methods


21

and procedures […] available for in-service teacher development” (Richards & Farrell,
2005: 14) which fit in different contexts with different facilities. Some activities require
no one else but the teachers themselves, no complicated equipment but a pen and paper;
others may be more demanding in which some teachers need to work together in a
classroom equipped with camera, voice recorder, etc. The extents to which these
activities are valuable to professional development are also very different. In this case,
depending on how much they lead teachers to the acquisition of the target knowledge
proposed by Richards & Farrell (2005), the activities can be evaluated.
 Activities for development
There are clearly a wide range of possibilities of strategies to professional development.
Listed by Wallace (1998) are the following eight.
o

Membership of a professional association

o

Informal discussion with colleagues

o

Attendance to conference

o

Department meetings

o

Membership of working parties

o

Evening/week-end/twilight classes

o

Taking up new challenges

o

Private reflection

(Wallace, 1998:6)

Wallace proposed the strategies for in-service teacher development by listing the
activities teachers can participate in. Richards & Farrell (2005), however, proposed that
“teachers need to be able to take part in activities such as:
o

Engaging in self-reflection and evaluation

o

Developing specialized knowledge and skills about many aspects of teaching

o

Expanding their knowledge base about research, theory, and issues in teaching

o

Taking on new roles and responsibilities such as supervisor or mentor teacher,
teacher-researcher, or material writer

o

Developing collaborative relationships with other teachers

Richards & Farrell (2005: vii)


22

In particular, activities for development can be divided into four groups namely
individual, one-to-one, group-base, and institutional, each of which is a list of methods
and procedures to professional development.
Individual

One-to-one

Group-based

Institutional

o Self-monitoring

o Peer-coaching

oCase studies

o Workshops

o Journal Writing

o Peer-observation

oAction research

o Action research

o Critical incidents

o Critical

oJournal writing

o Teacher

o Teacher portfolios
o Action Research

friendships
o Action research

oTeacher

support

support

groups

groups

o Critical incidents
o Team teaching
(Richards & Farrell, 2005:14)

Peer observation belongs to the second group, i.e. one-to-one procedures to professional
development. Together with other methods, it plays a valuable role in assisting teachers
on their way to professional development.
1.2.2. Peer observation as a tool for professional development
The implicative view of classroom observation as a journey towards discovery and selfknowledge drawn by Fanselow has been cited in some studies on the benefits of peer
observation like Wainryb (1992), Gebhard & Oprandy (1999).
Here I am with my lens to look at you and your actions. But as I look at you with my
lens, I consider you as a mirror. I hope to see myself in you and through your teaching.
When I see myself, I find it hard to get distance from my teaching. I hear my voice, I
see my face and clothes, and fail to see my teaching. Seeing you allows me to see
myself differently and to explore the variables we both use (Fanselow cited in Gebhard
& Oprandy, 1999: 39).

How exactly peer observation is beneficial to teachers had been investigated by Sheal
(1989), Williams (1989), Richard (1990) and later was the concern of some scholars
like Sadtono (1991), Wainryb (1992), Head (1997), Munson (1998), Richards (1998),
Cosh (1999), Gebhard & Oprandy (1999), James (2001), Pham Viet Ha (2004),
Richards & Farrell (2005), Orabah (2009) and Race et al. (2009). A synthesis of all
those studies brings about the ways in which teachers can take advantage of peer
observation for the goal of professional development as followed.

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

Developmental observation proves to be more effective

As analyzed above, observation can be evaluative or developmental with regards to its
purposes, or sometimes by the presence of supervisors, or administrators, etc. However,
the latter, one representative of which is peer observation, is believed to be more
effective than the former in promoting professional development. Comparing peer
observation with what he referred to as “the usual procedure of having an administrator
act as the observer”, Munson (1998) concluded that at any levels from kindergarten to
post-graduate school, peer observation is evidently “more effective in enhancing the
teaching skills” (p.110).


Peer observation enhances self-awareness in the observed teachers

The importance of self-awareness was affirmed by Diamond (cited in Swan, 1993) who
believed that a “transformation of the … teacher‟s perspective, which arises out of
awareness”, is what fosters teacher development.
The role of peer observation in enhancing teachers‟ self-awareness was investigated and
confirmed by Sadtono (1991), Munson (1998), Richards (1998), Richards & Farrell
(2005) and Race et al. (2009). They all agreed that peer observation provides the
observed teachers with new perspectives of their own teaching, an objective view of
their strengths and weaknesses, and a new way of seeing the problems they are facing in
the classrooms, which they “might not otherwise be able to gather” (Richards & Farrell,
2005: 86). The real experience of teachers having involved in peer observation affirms
such a benefit of peer observation. Morris (cited in Race et al, 2009), for example,

commented that he enjoyed seeing himself from another peer‟s perspective. Another
teacher cited in Munson (1998:109) found the reason for her being exhausted at the end
of the day when looking at the class traffic chart that her colleague used as the
instrument when observing her lessons. Some in Richards (1998) felt very pleased with
the detailed information on their students‟ performance and interaction during a lesson
that was provided by their peers after observations. One participant shared her
awareness of the limited range of teaching strategies after being observed by a peer.


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Peer observation with the follow-up discussion full of supportive feedback on both
strengths and weaknesses is also believe to be helpful in showing teachers room for
improvement in their teaching practices.
o

“I need to give students more time to complete some the activities I use”

o

“I realized that I need to develop better time management strategies”

(Richards, 1998:148)

Indeed, research reported that some participants in peer observation did make some
immediate modification to their teaching practice. In Donnelly‟s opinion, the
modification of behavior resulted from peer observation is not necessarily the
modification for better, but more importantly it “can support the teacher in movement
towards improvement in his or her teaching” (Donnelly, 2007: 126).
In brief, as “a self-diagnosed need for learning provides greater motivation to learn than

an external diagnosed requirement” (ibid.), peer observation with its important role in
enhancing teachers‟ self-awareness of their strengths and room for improvement will
promote professional development.
 Peer observation triggers reflection in both observing and observed teachers
Reflective teaching, which could be defined as a teacher critically examining what
happened in classroom lessons and finding out different ways to achieve his goals or
aims is believed by Richards & Farrell (2005) to result in a “better understanding of
one‟s teaching practices and routines” (p.7) and by Wallace (1991) to “lie the path to
possible self-improvement” (p. 14). According to Brockbank and McGill cited in
Donnelly (2007:125), “it is the layering of reflective activities that can contribute to
transformational learning that involves reflection on knowledge, action, and self,
together with reflection on that learning.”
Reflection can be initiated through such procedures as peer observation, in which there
is a so-called “mirror”, a metaphor for the benefit of peer observation used by Fanselow,
for both the observers and the observed teachers to “reflect on their teaching” (Orabah,
2009: 72). Munson (1998), Richards & Farrell (2005) and Race et al. (2009) had the
same idea. Leggott (cited in Race et al., 2009) noticed that she was positively made to
reflect upon her own classroom practice, while another teacher in Munson (1998) learnt
more about him/herself and his/her teaching by observing other teachers. They are


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evidences for the role of peer observation in encouraging reflection in both observing
and observed teachers.


Peer observation is a chance for acquiring new knowledge, new teaching ideas and
skills.

Donnelly (2007) maintained that it is important for teacher to be “receptive” and try
experimenting other teaching styles and methods. Likewise, Richards & Farrell (2005)
equaled opportunities to update teachers‟ professional knowledge and skills with their
opportunities for professional development, and claimed that regular opportunities of
this type is of great value. They also believed in peer observation to be the chance.
Apart from Donnelly (2007) and Richards & Farrell (2005), Sadtono (1991), and Race
et al. (2009) also observed that by attending a colleague‟s lesson, teachers are exposed
to different teaching styles, so they are likely to discover effective teaching strategies,
and new ways of dealing with the same problems they face everyday. Aries (cited in
Race et al., 2009) had her “best move” learned from her peer in peer observation, while
Chalkley (ibid.) admitted that his best teaching techniques were “plagiarized” through
watching other people (p.9). Especially, Morris (ibid.) is among some uncommon cases
who learned new knowledge in others‟ teaching. It was when the topic of the observed
lesson was not in a familiar area. In such cases, the observers can enrich their minds
with new knowledge, which might be useful sometime in the future.


Peer observation is successful in networking teachers in a department/ school/
institution

Even though professional development is mostly personally initiative or individually
done, “mutual sharing of knowledge and experience is a valuable source of professional
growth” (Richards & Farrell, 2005: 2). In fact, individual learning can be promoted by
collaboration, which has become “a value that can guide the process of teacher
development” (Brody and Davidson cited in Richards and Farrell (2006: 12). However,
in such a busy life when time is spent mostly on work, social interaction with
colleagues, despite its importance, is really rare among teachers, who always work in
their own “offices”, separating themselves from others.
Richard (1998), Munson (1998), and Richards & Farrell (2005) viewed peer observation
as the solution to the situation. Involving in the process, teachers can enjoy an

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opportunity for interaction, for “the sharing of ideas and expertise, as well as a chance
to discuss problems and concerns” (Richards & Farrell, 2005: 86). In this way, peer
observation is effective in developing “collegiality within faculty” (Munson, 1998:109).
 Peer observation promotes job satisfaction and encourages further development
Munson (1998) and Cosh (1999) claimed that peer observation can have positive
influence on teachers‟ job satisfaction. At one level, participants in peer observation
have their self-confidence increased as a result of the positive feedback from the
observers. Feedback of this kind obviously “can enhance self-assurance and zest for
further exploration of their practice” (Donnelly, 2007:125). The result of the increased
self-confidence and job satisfaction is that participants in peer observation become more
responsible for their own professional development (Munson, 1998:109), which is
clearly of great importance. Moreover, according to Odell & Ferraro cited in Munson
(1998), those who participated in mentoring program which included peer observations
tended to continue their teaching career longer than those who did not.
 Peer observation is where teachers discover a new way of research into classroom.
Doubtlessly, peer observation is of great benefit to teachers who are pursuing
professional development. However, it is often until really participating in the process
that teachers feel the positive impacts peer observation has on their teaching. Research
demonstrated that participants in peer observation mostly positively assessed the
effectiveness of this problem-posing method. The comments range from peer
observation being “enjoyable”, “fantastic” and “excellent” experience, an “exceedingly
valuable” learning opportunity, to “worthwhile” and “essential” (Donnelly: 2007,
Munson: 1998, and Race et al.: 2009). Participating in peer observation convinced
teachers of the values of such a fascinating “way of talking about teaching” (Donnelly,
2007: 124). They recognized the importance of discussing ideas and techniques of
learning and teaching with peers, and especially valued the follow-up discussions which

provided them valuable feedback to understand their teaching profoundly. Most
importantly, a participant in Munson (1998) recommended peer observation to every
teacher, which clearly demonstrated his/her awareness of the benefit of the practice.


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1.3. Procedures for peer observation
Procedures are crucial to the success of peer observation for some reasons. Firstly,
observation of any kinds often “involves an intrusion into a colleague‟s classroom”
(Richards & Farrell, 2005: 90), so procedures for carrying out observation is needed for
the least interference of the observer and the normal effectiveness of the lesson.
Moreover, interpretation of the teachers and students‟ practices can not be exact and
implication for teacher professional development can not be of great value if the
description of the observed lessons simply depends on memory.
As suggested by many scholars, the implementation of peer observation should be in the
following steps.
1.3.1. Feel the need for action
Pham Viet Ha named this step initiation. Accordingly, it is the need to answer a specific
question about one‟s own teaching and the wish to use classroom observation as a way
to answer the question that initiate an observation. The questions can be whether one‟s
lesson achieves the aims set in the plans or how one could give instructions more
effectively.
Obviously, there can be some other particular situations in which peer observation can
be effectively used. However, generally speaking, peer observation like other action
research methods is initiated when a teacher does not want to cease to learn for the goal
of professional development.
1.3.2. Choose a peer to work with
When choosing a partner to work with, details concerning his/her professional position
should be taken into consideration.

Firstly, peers should be in the similar ranks, which means neither their academic
training background nor their working experience is too different from each other.
Instead, peer observation should be conducted between teacher of the similar rank to
avoid evaluation and judgment. Moreover, the exchange of ideas is believed to be the
most honest and open then.
Secondly, concerning the field that peers teach, it is of great value if peers teach the
same subject, and even better, the same textbook. It is sometimes possible for a math
teacher to give any kind of feedback on an English teacher‟s teaching except for some


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very quantitative aspects like teacher movement or teacher allocation of talk, which can
be easily counted to numbers but, at the same time, be very low-inference (Richards &
Nunan, 1990:47). Moreover teaching and teaching content are two inseparable elements
of a process. How a teacher handles the lesson is often predetermined by what she is
going to teach. Therefore, in order to give feedback on any aspect of teaching, teaching
content can not be completely left out.
Last but not least, peers should be working in the same department/school/institution.
(Wallace, 1998: 209). Observation by a peer from the same school or department is
often the most useful probably because it is more convenient to plan activities and
analyze data then.
As one teacher has found a colleague with the similar positions in the same department
who is teaching the same subject to work with, he or she should make sure that the
colleague agrees to take part in peer observation without any reason other than her own
desire to develop herself, since “peer observation would be voluntary” (Richard,
1998:148).
1.3.3. Conduct the three-step peer observation
Three-step peer observation is recommended by Munson (1998), Richard (1998), Burns
(1999), Pham Viet Ha (2004), Race et al. (2008), and Weimer (2008). Accordingly, peer

observation should comprise of a pre-observation meeting, observation, and a postobservation conference, each of which has certain aims and be conducted with certain
techniques.


Pre-observation meeting

The pre-observation meeting, or sometimes referred to as briefing session, is very useful
since it sets the grounds for the observation. The meeting should be organized sometime
before the observation rather than being squeezed in some minutes before the observed
lessons since pre-observation meeting, however brief it can be, is the only initial step of
preparation by both the observer and the observed teacher. Moreover, the preobservation meeting is the key to three issues.
First, it can be seen as psychological preparation for both sides. Before observing and
being observed, both parties may naturally have some level of anxiety, which could be
resolved by the pre-observation meeting. It can be a chance for them to get to know