Investigating teachers' perceptions about the effectiveness of peer
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Date
2015
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university of Oum-El-Bouaghi
Abstract
Although having the characteristics of a good teacher is the aim that any instructor seeks to reach. Teachers can never be certain about whether they are doing well or not because this depends on what a good teacher itself means. Consequently, teachers are always working on their own improvement using numerous procedures to fill in the gaps of their teaching practices. Through this research, we tried to shed light on one way that may help teachers reach their goals at least in some areas of EFL teaching. Peer observation of teaching is one of those ways that have been used for decades by teachers at all levels. This study used the survey method to investigate the degree of algerian EFL teachers' knowledgeability and use of peer observation in their daily classrooms ; it also aims at discovering whether algerian EFL teachers recognize the significance of peer observation in their professional development or not. The findings showed that our sample of Algerian EFL teachers is acquainted only superficially with the concept of 'peer observation' without any deep awareness. Moreover, we found that the majority of the participants do not really use peer observation and ignore any of its benefits in their professional development. We reject our hypothesis because even the participants who confirmed that they know peer observation and use it, do not use it adequately in a way that enable them develop professionally. Therefore, we recommend that algerian EFL teachers need to be trained in peer observation of teaching for its crucial significance in their professional development.
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Keywords
Teaching : english : professional teacher