--

13 (1) 2023

EFL teachers’ experiences of peer observation in Vietnamese academic institutions


Author - Affiliation:
Le Thi Thuy Nhung - Banking University of Ho Chi Minh City, Ho Chi Minh City , Vietnam
Nguyen Hoang Thao Nguyen - Cao Thang Teachnical College, Ho Chi Minh City
Corresponding author: Le Thi Thuy Nhung - nhungltt@buh.edu.vn
Submitted: 09-05-2022
Accepted: 06-01-2023
Published: 05-06-2023

Abstract
Peer observation is considered as a useful tool to enhance teachers’ professional development. Limited research on how peer observation is carried out in Vietnamese higher institutions and how teachers experience peer observation in their educational contexts. This study investigates the experiences of peer observation among Vietnamese teachers of English and their perceptions of the benefits and challenges of peer observation. The study employed a quantitative research method to collect data. Survey questionnaires were completed online via Google Forms by 22 teachers of English working in different universities and colleges in Ho Chi Minh City. The findings show that teachers’ perceptions and experiences of peer observation varied among academic institutions. The purposes of peer observation were different among different educational settings. Peer observation sessions tend to focus more on evaluation purposes than on professional development purposes which aim to improve the teaching performance of EFL teachers. Also, the procedures for implementing peer observation were not unanimous among academic institutions. The findings have several implications for stakeholders to reflect on the current practices of peer observation in their respective institutions with a view to improving the quality of this professional development tool to enhance English language teachers’ professional development.

Keywords
English teaching; peer observation; professional development; teacher training

Full Text:
PDF

Cite this paper as:

Le, N. T. T., & Nguyen, N. H. T. (2023). EFL teachers’ experiences of peer observation in Vietnamese academic institutions. Ho Chi Minh City Open University Journal of Science – Social Sciences, 13(1), 61-75. doi:10.46223/HCMCOUJS.soci.en.13.1.2279.2023


References

Abdallah, A. A. (2018). Effectiveness of peer observation on enhancing teacher competence among teacher trainees during teaching practice: A case study of Mwenge Catholic University (Bachelor’s thesis). Retrieved May 10, 2022, from https://files.eric.ed.gov/fulltext/ED586947.pdf


Aghabarari, M., & Rahimi, M. (2020). EFL teachers’ conceptions of professional development during the practicum: Retrospective perceptions and prospective insights. Asian-Pacific Journal of Second and Foreign Language Education, 5(1), 1-19.


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.


Alghamdi, E. (2020). Benefits and challenges of peer observation among Saudi EFL female teachers in public schools. International Journal of Linguistics, 12(6), 150-162.


Ashgar, M., & Pilkington, R. (2018). The relational value of professional dialogue for academics pursuing HEA fellowship. International Journal for Academic Development, 23(2), 135-146. doi:10.1080/1360144X.2017.1386566


Campion, M. A., Palmer, D. K., & Campion, J. E. (1997). Constructing employment interviews to improve reliability, validity and users’ reactions. A Review of Structure in the Selection, 7(3), 77- 82.


Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.


DeCuir-Gunby, J., & Schutz, P. (2017). Mixed methods designs: Frameworks for organizing your research methods. In J. DeCuir-Gunby & P. Schutz (Eds.), Developing a mixed methods proposal: A practical guide for beginning researchers (pp. 83-106). Thousand Oaks, CA: Sage.


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.


Engin, M., & Priest, B. (2014). Observation teaching: A lens for self-refection. Journal of Perspectives in Applied Academic Practice, 2(2), 2-9.


Farrell, T. (2001). Critical friendship: Colleagues helping each other develop. ELT Journal, 55(4), 368-374.


Fletcher, A. J. (2017). Peer observation of teaching: a practical tool in higher education. Journal of Faculty Development, 32(1), 51-64. doi:10.13140/RG.2.2.19455.82084


Freire, P. (1998). Teachers as cultural workers: Letters to those who dare teach. Australian Journal of Teacher Education, 23(1), 1-15. doi:10.14221/ajte.1998v23n1.10


Gosling, D. (2002). Models of peer observation of teaching. Retrieved May 10, 2022, from http://www.heacademy.ac.uk/resources/detail/resource_database/id200_Models_of_Peer_Observation_of_Teaching


Hammersley‐Fletcher, L., & Orsmond, P. (2005). Reflecting on reflective practices within peer observation. Studies in Higher Education, 30(2), 213-224. doi: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 (1st ed.). London, UK: Routledge.


Harris, L. R., & Brown, G. T. L. (2010). Mixing interview and questionnaire methods: Practical problems in aligning data. Practical Assessment, Research, and Evaluation, 15(1), 1-19. doi:10.7275/959j-ky83


Hendry, G. D., & Oliver, G. R. (2012). Seeing is believing: The benefits of peer observation. Journal of University Teaching & Learning Practice, 9(1), 1-19.


Hismanoglu, M. (2010). Effective professional development strategies of English language teachers. Procedia Social and Behavioral Sciences, 2, 990-995.


Hockley, A. (2014). Classroom observations-moving from evaluation to development. SPELT Quarterly, 29(3), 2-10.


Kanuka, H., & Sadowski, C. (2020). Reflective peer observations of university teaching: A Canadian case study. Journal of University Teaching & Learning Practice, 17(5), 1-15. doi:10.53761/1.17.5.11


Kasapoğlu, A. E. (2002). A suggested peer assessment model as a means of professional development. Ankara, Turkey: Bilkent University.


Kimmons, R. (2021). Mixed methods: How does one go about doing good mixed methods research? In R. Kimmons (Ed.), Education research. Retrieved May 10, 2022, from https://edtechbooks.org/education_research/mixed_methods


Klingelhutz, J. O. (2017). Perceived effects of peer observation on collaboration between teachers at a Minnesota high school (Master’s thesis). St. Cloud State University, Minnesota, United States.


Le, C. V., Nguyen, M. H. T., Nguyen, M. T. T., & Barnard, R. (Eds.). (2019). Building teacher capacity in English language teaching in Vietnam: Research, policy and practice (1st ed.). London, UK: Routledge.


Marshall, B., & Young, S. (2009). Observing and providing feedback to teachers of adults learning English. Retrieved May 10, 2022, from https://lincs.ed.gov/professional-development/resource-collections/profile-431


McDaniel, C. E., Singh, A. T., Beck, J. B., Birnie, K., Fromme, H. B., Ginwalla, C. F., … Bhansali, P. (2019). Current practices and perspectives on peer observation and feedback: A national survey. Academic Pediatric Association, 19(6), 691-697.


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). doi:10.1080/2331186X.2016.1277456


Mousavi, S. M. (2014). The effect of peer observation on Iranian EFL teachers’ self-efficacy. Procedia - Social and Behavioral Sciences, 13(6), 181-185.


Nguyen, P. V.  (2016). Case examination of teacher-tailored student evaluation of teaching augmented with peer observation of teaching in a Vietnamese university (Doctoral dissertation). Victoria University of Wellington, Wellington, New Zealand.


Nguyen, P. V., & Pham, H. T. (2020). Academics’ perceptions of challenges of a peer observation of teaching pilot in a Confucian nation: The Vietnamese experience. International Journal for Academic Development, 26(4), 448-462. doi:10.1080/1360144X.2020.1827260


Nguyen, P. V. (2017). Peer observation of teaching: A formative lens to enhance academics’ confidence and self-efficacy in teaching. International Journal of Management and Applied Science, 3(10), 2394-7926.


Norbury, L. (2001). Peer observation of teaching: A method for improving teaching quality. New Review of Academic Librarianship, 7(10), 87-99.


OECD. (2009). Creating effective teaching and learning environments: First results from TALIS. Paris: OECD.


P’Rayan, A. (2013). Peer observation of teaching: A tool for professional development. English for Specific Purposes, 14(39), 45-54.


Richards, J.  C., & Farrell, T. S. C.  (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge, UK: Cambridge University Press.


Richards, J., & Lockhart, C. (1992). Teacher development through peer observation. TESOL Journal, 1, 7-11.


Richardson, M. O. (2000). Peer observation learning from one another. Thought and Action, 16(1), 9-20.


Santos, L. M. D. (2016). Foreign teachers’ professional development through peer observation. English Language Teaching, 9(10), 39-46.


Tenenberg, J. (2016). Learning through observing peers in practice. Studies in Higher Education, 41(4), 756-773. doi:10.1080/03075079.2014.950954


Thomson, K. E., & Trigwell, K. R. (2018). The role of informal conversations in developing university teaching? Studies in Higher Education, 43(9), 1536-1547. doi:10.1080/03075079.2016.1265498


Todd, M. A. (2017). Peer observation as a tool for professional development (Master’s thesis). St. Cloud State University, Minnesota, United States.


Torres, A. C., Lopes, A., Valente, J. M. S., & Mouraz, A. (2017). What catches the eye in class observation? Observers’ perspectives in a multidisciplinary peer observation of teaching program. Teaching in Higher Education, 22(7), 822-838. doi:10.1080/13562517.2017.1301907


Tosriadi, A. A., Marmanto, S., & Azizah, U. A. (2018). Peer observation as a means to develop teachers’ professionalism. International Journal of Multicultural and Multi-religions Understanding, 5(3), 151-158.


Varli, A. (1994). Teachers’ attitudes toward peer observation: Before and after the experience (Master’s thesis). Bilkent University, Ankara, Turkey. 


Williams, M. (1989). A developmental view of classroom observation. English Language Teaching Journal, 43(2), 85-91.



DOI: https://doi.org/10.46223/HCMCOUJS.soci.en.13.1.2279.2023
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.