Research Article
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Year 2024, , 362 - 378, 05.09.2024

Tahmina Sharmin , Mohammad Mohı Uddın

https://doi.org/10.5281/zenodo.13729339

Abstract

References

  • Adshead, L., White, P. T., & Stephenson, A. (2006). Introducing peer observation of teaching to GP teachers: a questionnaire study. Medical Teacher, 28(2), 68-73. https://doi.org/10.1080/01421590600617533
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  • Alam, J., Aamir, S. M., & Shahzad, S. (2020). Continuous professional development of secondary school teachers through peer observation: Implications for policy & practice. Research Journal of Social Sciences and Economics Review, 1(1), 56-75. https://doi.org/10.36902/rjsser-vol1-iss1-2020(56-75)
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  • Bell, M. (2001). Supported reflective practice: a programme of peer observation and feedback for academic teaching development. International Journal for Academic Development, 6(1), 29-39. https://doi.org/10.1080/13601440110033643
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  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
  • Byrne, J., Brown, H., & Challen, D. (2010). Peer development as an alternative to peer observation: A tool to enhance professional development. International Journal for Academic Development, 15(3), 215-228. https://doi.org/10.1080/1360144X.2010.497685
  • Carroll, C., & O’Loughlin, D. (2014). Peer observation of teaching: enhancing academic engagement for new participants. Innovations in Education and Teaching International, 51(4), 446-456. https://doi.org/10.1080/14703297.2013.778067
  • Chamberlain, J. M., D’Artrey, M., & Rowe, D. A. (2011). Peer observation of teaching: A decoupled process. Active Learning in Higher Education, 12(3), 189-201. https://doi.org/10.1177/1469787411415083
  • Chism, N. V. N. (2007). Why introducing or sustaining peer review of teaching is so hard, and what you can do about it. The Department Chair, 18(2), 6-8. https://doi.org/10.1002/dch.20017
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  • Cosh, J. (1999). Peer observation: a reflective model. ELT Journal, 53(1), 22-27. https://doi.org/10.1093/elt/53.1.22
  • Creswell, J. W., & Guetterman, T. C. (2018). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (6th ed.). New York: Pearson. Retrieved from https://www.researchgate.net/publication/32445
  • Danko, M., Keržič, D., & Kotnik, Ž. (2016). Peer observation in higher education as an agent of change in teaching and learning. https://doi.org/10.21125/inted.2016.0797
  • Davis, T. S. (2011). Peer observation: A faculty initiative. Currents in Pharmacy Teaching and Learning, 3(2), 106-115. https://doi.org/10.1016/j.cptl.2011.01.009
  • Donnelly, R. (2007). Perceived impact of peer observation of teaching in higher education. International Journal of Teaching and Learning in Higher Education, 19(2), 117-129.Retrieved from https://files.eric.ed.gov/fulltext/EJ901290.pdf
  • Dos Santos, L. M. (2017). How do teachers make sense of peer observation professional development in an urban school. International Education Studies, 10(1), 255-265. https://doi.org/10.5539/ies.v10n1p255
  • Ewens, D., & Orr, S. (2002). Tensions between evaluation and peer review models: lessons from the HE/FE border. Learning and Teaching Support Network: Generic Centre, 1-2.
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  • Gosling, D. (2002). Models of peer observation of teaching. Learning and Teaching Support Network Generic Centre, 2-5. Retrieved from https://www.researchgate.net/publication/267687499
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EXPLORING TEACHERS’ PERCEPTION OF PEER OBSERVATION AS A PROFESSIONAL DEVELOPMENTAL TOOL IN HIGHER EDUCATION

Year 2024, , 362 - 378, 05.09.2024

Tahmina Sharmin , Mohammad Mohı Uddın

https://doi.org/10.5281/zenodo.13729339

Abstract

This study aims to investigate how teachers in higher education in Bangladesh perceive peer observation of teaching (POT) as a means of professional development, identify challenges they face during the POT process, and explore recommendations they have for improving the process. The research methodology used for this study was qualitative, utilizing observation and semi-structured interview techniques to gather data from participants at the researcher's college. Three pairs of English teachers were purposefully selected for observations and in-depth interviews. The teachers observed each other's classes in pairs, using a peer observation technique partially devised by the researcher. After each observation cycle, the researcher conducted one-on-one interviews to explore the participants' experiences, behaviors, and attitudes. Thematic analysis was used to investigate the findings, which revealed that peer observation of teaching is a useful tool for educators' professional development. The POT system promotes learning, develops collegiality, and improves instructional strategies. The study also identified some barriers to the implementation of the POT program, like teachers’ unwillingness to cooperate with the faculty members, reluctance to change their typical teaching strategies, teachers’ busy schedules, and nervousness of being observed. This study also recommended some suggestions for implementing a successful peer observation program. This research is significant in that the knowledge gathered from it will help novice and experienced teachers improve their performance and reflect on their instructional strategies. Policymakers can also use the research findings to evaluate whether peer observation should be implemented in higher education institutions in Bangladesh and beyond.

Keywords

Peer Observation Professional Development Quality Teaching Sustainable Learning Context of Bangladesh

Ethical Statement

We have obtained consent from all respondents and adhere to all ethical guidelines in conducting this research. This ensures that the study respects participants' rights and maintains the highest standards of academic integrity.

Supporting Institution

University of Nottingham Malaysia & CEDP of Bangladesh

References

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  • Afroz, R., Ramlan, S. S. A. A., Anny, N. Z., & Afroz, M. N. I. (2024). Using Continuing Professional Development (CPD) for Enhancing Teaching Quality in Higher Education of Bangladesh. Journal of Education and Learning Research, 2(1), 1-15.
  • Ahmed, E., Nordin, Z. S., Shah, S. R., & Channa, M. A. (2018). Peer observation: A professional learning tool for English language teachers in an EFL institute. World Journal of Education, 8(2), 73-87. https://doi.org/10.5430/wje.v8n2p73
  • Akhmedova, F., & Rozikova, R. (2021). The university teachers’ perceptions of peer observation.Eurasian Union Scientists, 4-9. https://doi.org/10.31618/esu.2413 9335.2021.1.87.1396
  • Alam, J., Aamir, S. M., & Shahzad, S. (2020). Continuous professional development of secondary school teachers through peer observation: Implications for policy & practice. Research Journal of Social Sciences and Economics Review, 1(1), 56-75. https://doi.org/10.36902/rjsser-vol1-iss1-2020(56-75)
  • Ali, S. A. (2012). Peer observation of teaching (POT) for quality assurance in EFL context. New York Science Journal, 5(11), 15-22. Retrieved from https://www.sciencepub.net/newyork/ny0511/004_11036ny0511_15_22
  • Alshenqeeti, H. (2014). Interviewing as a data collection method: A critical review. English Linguistics Research, 3(1), 39-45. https://doi.org/10.5430/elr.v3n1p39
  • Awal, M. R. (2022). A literature review on the continuing professional development (CPD) for accounting teachers: perspective of government colleges in Bangladesh. Global Journal of Management and Business Research, 22(1), 47-51. https://doi.org/10.34257/GJMBRDVOL22IS1PG33
  • Belarouci, L. and Abdellatif, S. (2023). Using peer observation as a learning tool for EFL novice teachers to foster their teaching readiness. International Journal of Learning and Teaching. 15 (1), 10-17. https://doi.org/10.18844/ijlt.v15i1.8646
  • Bell, A., & Mladenovic, R. (2008). The benefits of peer observation of teaching for tutor development. Higher Education, 55, 735-752. Retrieved from https://link.springer.com/article/10.1007/s10734-007-9093-1
  • Bell, M. (2001). Supported reflective practice: a programme of peer observation and feedback for academic teaching development. International Journal for Academic Development, 6(1), 29-39. https://doi.org/10.1080/13601440110033643
  • Bell, M. (2012). Peer observation partnerships in higher education. Higher Education Research and Development Society of Australasia. Retrieved from https://www.herdsa.org.au/publications/guides
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  • Bozak, A., Yildirim, M. C., & Demirtaş, H. (2011). An alternative method for professional development of teachers: Peer observation. University Journal of the Faculty of Education, 12 (2), 65-84. Retrieved from https://dergipark.org.tr/en/download/article-
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
  • Byrne, J., Brown, H., & Challen, D. (2010). Peer development as an alternative to peer observation: A tool to enhance professional development. International Journal for Academic Development, 15(3), 215-228. https://doi.org/10.1080/1360144X.2010.497685
  • Carroll, C., & O’Loughlin, D. (2014). Peer observation of teaching: enhancing academic engagement for new participants. Innovations in Education and Teaching International, 51(4), 446-456. https://doi.org/10.1080/14703297.2013.778067
  • Chamberlain, J. M., D’Artrey, M., & Rowe, D. A. (2011). Peer observation of teaching: A decoupled process. Active Learning in Higher Education, 12(3), 189-201. https://doi.org/10.1177/1469787411415083
  • Chism, N. V. N. (2007). Why introducing or sustaining peer review of teaching is so hard, and what you can do about it. The Department Chair, 18(2), 6-8. https://doi.org/10.1002/dch.20017
  • Chowdhury, R., Sarkar, M., Mojumder, F., & Roshid, M. M. (Eds.). (2018). Engaging in Educational Research: Revisiting Policy and practice in Bangladesh (pp. 1-18). Singapore: Springer. Retrieved from https://link.springer.com/book/10.1007/978-981-13-
  • Cosh, J. (1998). Peer observation in higher education‐‐a reflective approach. Innovations in Education and Training International, 35(2), 171-176. https://doi.org/10.1080/1355800980350211
  • Cosh, J. (1999). Peer observation: a reflective model. ELT Journal, 53(1), 22-27. https://doi.org/10.1093/elt/53.1.22
  • Creswell, J. W., & Guetterman, T. C. (2018). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (6th ed.). New York: Pearson. Retrieved from https://www.researchgate.net/publication/32445
  • Danko, M., Keržič, D., & Kotnik, Ž. (2016). Peer observation in higher education as an agent of change in teaching and learning. https://doi.org/10.21125/inted.2016.0797
  • Davis, T. S. (2011). Peer observation: A faculty initiative. Currents in Pharmacy Teaching and Learning, 3(2), 106-115. https://doi.org/10.1016/j.cptl.2011.01.009
  • Donnelly, R. (2007). Perceived impact of peer observation of teaching in higher education. International Journal of Teaching and Learning in Higher Education, 19(2), 117-129.Retrieved from https://files.eric.ed.gov/fulltext/EJ901290.pdf
  • Dos Santos, L. M. (2017). How do teachers make sense of peer observation professional development in an urban school. International Education Studies, 10(1), 255-265. https://doi.org/10.5539/ies.v10n1p255
  • Ewens, D., & Orr, S. (2002). Tensions between evaluation and peer review models: lessons from the HE/FE border. Learning and Teaching Support Network: Generic Centre, 1-2.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to Design and Evaluate Research in Education, 7, 429. New York: McGraw Hill. Retrieved from https://www.mheducation.com/highered/product
  • Gosling, D. (2002). Models of peer observation of teaching. Learning and Teaching Support Network Generic Centre, 2-5. Retrieved from https://www.researchgate.net/publication/267687499
  • Hammersley‐Fletcher, L., & Orsmond, P. (2004). Evaluating our peers: is peer observation a meaningful process? Studies in Higher Education, 29(4), 489-503. https://doi.org/10.1080/03075070420000236380
  • Hammersley‐Fletcher, L., & Orsmond, P. (2005). Reflecting on reflective practices within peer observation. Studies in Higher Education, 30(2), 213-224. https://doi.org/10.1080/03075070500043358
  • Hampton, G., Rhodes, C., & Stokes, M. (2004). A practical guide to mentoring, coaching, and peer-networking: Teacher professional development in schools and colleges. London: Routledge. https://doi.org/10.4324/97802035591949
  • Hendry, G. D., & Oliver, G. R. (2012). Seeing is believing: The benefits of peer observation. Journal of University Teaching & Learning Practice, 9(1), 1-9. https://doi.org/10.53761/1.9.1.7
  • Jusuf, H. (2005). Improving teacher quality, a keyword for improving education facing global challenges. The Turkish Online Journal of Educational Technology-TOJET, 4(1), 33-37.Retrieved from https://files.eric.ed.gov/fulltext/EJ1102409.pdf
  • Keig, L., & Waggoner, M. D. (1994). Collaborative peer review: The role of faculty in improving college teaching. ASHE-ERIC Higher Education Report No. 2. Retrieved from https://eric.ed.gov/?id=ED378925
  • Kenny, A., Mitchell, E., Chróinín, D. N., Vaughan, E., & Murtagh, E. (2014). ‘In their shoes’: exploring a modified approach to peer observation of teaching in a university setting. Innovations in Education and Teaching International, 51(2), 218-229. https://doi.org/10.1080/14703297.2013.771971
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Details

Primary Language English
Subjects English As A Second Language
Journal Section Articles
Authors

Tahmina Sharmin

Mohammad Mohı Uddın 0000-0002-4603-7365

Early Pub Date September 7, 2024
Publication Date September 5, 2024
Submission Date August 24, 2024
Acceptance Date September 5, 2024
Published in Issue Year 2024

Cite

EndNote Sharmin T, Uddın MM (September 1, 2024) EXPLORING TEACHERS’ PERCEPTION OF PEER OBSERVATION AS A PROFESSIONAL DEVELOPMENTAL TOOL IN HIGHER EDUCATION. IJASOS- International E-journal of Advances in Social Sciences 10 29 362–378.

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