INTRODUCTION
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), teachers acquire knowledge in two main forms: "received knowledge," obtained through formal training and literature on teaching theories, and "experiential knowledge," which emerges from practical teaching experiences and self-reflection Given that teaching styles and methods are subjective, with no definitive evidence supporting one method's superiority over another (Ellis, cited in Cosh, 1999), experiential knowledge is increasingly recognized as more crucial This shift emphasizes the evolution of teacher education, prioritizing teacher development over mere training Today, aspiring teachers must engage in self-initiated, self-directed, and self-evaluative practices, with educators serving primarily as supporters and facilitators of their growth.
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 differs significantly from traditional evaluative classroom observation, despite both sharing a common structure of three stages: pre-observation, observation, and post-observation Key distinctions arise in each stage, particularly concerning the participants involved, the purposes of the observation, and the outcomes achieved (Cosh, 1999; Munson, 1998; William, 1989; Pham Viet Ha, 2004; Anderson et al., 2005).
Traditionally, classroom observations have been conducted by supervisors or administrators who quietly observe from the back of the classroom, using evaluation sheets to assess and judge the quality of teaching.
Many educators perceive post-observation feedback as overwhelmingly negative, often receiving generic and subjective evaluations that lack clarity (Munson, 1998) This experience can be intimidating and distressing for teachers, leading to a general aversion to the observation process (William, 1989).
Peer observation fosters collaboration among teachers of equal status, promoting mutual support and regular reflection on their teaching practices (Gottesman, Showers & Joyce, cited in Vacilotto & Cumming, 2007) Unlike evaluative classroom observation, which aims to judge teaching performance, peer observation encourages self-reflection and self-awareness, allowing educators to share their experiences, doubts, and successes without the fear of evaluation (Cosh, 1999; Vacilotto & Cummings, 2007).
Numerous studies, including those by Anderson et al (2005), Munson (1998), and Vacilotto & Cummings (2007), have highlighted the advantages of peer observation for both pre-service and in-service teachers These findings indicate that peer observation enhances teaching skills and that educators are generally comfortable engaging in this collaborative practice.
1.2 The current situation of peer observation in the researcher’s working context
In Vietnam, peer observation appears to be a relatively new concept, often confused with traditional evaluative classroom observation Based on her experience at the Faculty of English Language Teacher Education at the University of Languages and International Studies, Vietnam National University, Hanoi, the researcher noted that self-reflection on teaching practices is not commonly practiced among teachers Furthermore, when teachers do engage in reflection, they rarely utilize peer observation as a tool for improvement.
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”
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
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?
Significance of the study
This study is particularly relevant for educators at the Faculty of English Language Teacher Education, University of Foreign Languages and International Studies, Vietnam National University, Hanoi, as it explores the impact of peer observation on teachers' professional development Renowned scholars like Wallace (1998), Richards & Farrell (2005), and Vacilotto & Cummings (2007) support the notion that peer observation is beneficial Participants will be eager to compare their experiences with those presented in the study, enabling them to assess the applicability of this practice in their own teaching contexts.
This study aims to engage educators and managers at the Faculty of English Language Teacher Education, University of Foreign Languages and International Studies, Vietnam National University, Hanoi, by highlighting a key approach for enhancing the development of their trainees and staff The anticipated results are expected to inform and inspire changes in the Faculty's teacher development policies.
This study offers valuable insights for education training professionals in Vietnam by highlighting the benefits of peer observation It thoroughly examines the assessment of strengths and weaknesses, facilitating a comprehensive discussion that leads to important pedagogical implications for future research and practice.
The study was hoped to contribute also to the system of research on teacher peer observation, professional development and support worldwide.
Methodology
The research focused on five novice teachers from the Faculty of English Language Teacher Education at the University of Languages and International Studies, Vietnam National University, Hanoi Their teaching experience varied between one to four years, and they were organized into three pairs, with one teacher participating in two of the 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
The initial phase involved conducting individual interviews with participants to explore their beliefs and experiences regarding peer observation Following these discussions, the researcher offered the interviewees concise guidance on the procedures for observation and providing feedback.
The study's observations were meticulously structured in accordance with guidelines from researchers like Munson (1998) and Richards (1998) to enhance the effectiveness of peer observation as a tool for teacher professional development The process involved three key steps: pre-observation, observation, and post-observation Following the observations, brief interviews were conducted to provide further clarification on points raised during the post-observation conferences, during which participants shared their insights regarding the benefits and limitations of the experience These conferences and interviews were audio-recorded for thorough data analysis, with findings highlighting the significant impact of peer observation on participant development.
Participants documented their experiences and feelings about the peer observation activity in their journals, which revealed valuable insights into its benefits, the challenges they faced, and their recommendations for future implementations.
The instruments for data collection were
the post-observation conferences and the follow-up interviews
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.
Organization of the study
This research is divided into three main parts: Part I offers a concise introduction to the topic and outlines the structure of the paper Part II comprises three chapters, which include a Literature Review in Chapter 1, Research Methodology in Chapter 2, and Data Analysis in Chapter 3.
Chapter 3 of the article presents a detailed analysis of data gathered from interviews, peer conferences, and journals, following the theoretical foundations discussed in Chapter 1 and the research methods outlined in Chapter 2 It summarizes the main findings, highlights effective strategies for implementing peer observation, addresses the limitations of the research, and offers recommendations for future studies The article concludes with references and appendices to support the findings.
DEVELOPMENT
LITERATURE REVIEW
This chapter provides a comprehensive overview of the theoretical framework underpinning the study, focusing on peer observation It will examine relevant beliefs and research that inform the study's context, establishing a solid foundation for the investigation.
Classroom observation serves various purposes, with research being a prominent one; however, this paper focuses on its role in evaluating teacher professional development.
Classroom observation for the purpose of evaluation
Classroom observation serves as a tool for evaluating teachers, typically conducted by administrators to assess teaching practices Many educators experience classroom observation during their teacher training, but once they enter the profession, in-service observations often lead to judgments about their teaching effectiveness Consequently, these supervisory practices can create a negative perception of classroom observation among teachers, making it an unwelcome aspect of their professional experience.
Richards and Farrell (2005) found that many teachers have a negative reaction to classroom observations, viewing them as linked to performance appraisal This fear often leads to resistance against the practice, as teachers feel anxious about being evaluated.
Classroom observation, primarily aimed at evaluating teaching performance, often leads to negative emotions such as defensiveness and suspicion among teachers, as noted by researchers including Cosh (1999) and Wallace (1998) These feelings stem from the perception that observation equates to assessment, causing resistance to the process.
Researchers have identified significant negative impacts of evaluative classroom observation on teacher development Cosh (1999) emphasized that this method not only lacks value for enhancing teaching skills but also adversely affects educators' professional growth.
“teacher confidence and a supportive teaching environment” (p.22)
Vacilotto and Cummings (2007) highlighted the shortcomings of classroom observation in teacher development, asserting that when used for evaluative purposes, it hinders teachers from viewing professional development as a constructive process aimed at enhancing instruction, rather than as a punitive measure that exposes their weaknesses.
In Vietnam, teacher training institutions and schools often face resistance to classroom observations, as noted by Pham Viet Ha (2004) The perception that observations are synonymous with evaluation and criticism contributes to this reluctance among participants.
Classroom observation for the purpose of teaching development
The transition from "received knowledge" to "experimental knowledge" for language teachers, as noted by Wallace (1991: 13) and other scholars, emphasizes that classroom observation should not serve as a tool for evaluation or prescriptive training Instead, it should focus on fostering teacher professional development.
What differentiates the two types of classroom observations is what Gebhard & Oprandy (1999) termed nonjudgmentalness
Teachers often perceive classroom observations negatively, associating them with evaluations of their teaching abilities This judgment from supervisors can lead to feelings of anxiety and stress, overshadowing the actual feedback provided Consequently, teachers may struggle to focus on constructive criticism due to their preoccupation with the evaluative process, hindering their ability to recognize areas for improvement.
Being nonjudgmental, defined as "withholding an opinion or postponing a conclusion," offers significant advantages in classroom observation Firstly, observed teachers experience less negative feedback, fostering a more authentic teaching environment where both teachers and students can engage naturally without the pressure of assessment This objective approach allows teachers to focus on the factual descriptions of their lessons, enabling them to derive their own interpretations and reflect on their teaching practices Ultimately, this process supports the primary goal of professional development for educators.
To foster a nonjudgmental environment and mitigate negative feelings, it is recommended that classroom observations for developmental purposes be conducted by teachers of the same rank This approach, known as peer observation, is widely acknowledged for its effectiveness in promoting professional growth among educators.
Peer observation is a valuable process in educational settings where a teacher or observer closely monitors a language lesson to gain insights into teaching and learning dynamics (Richards & Farrell, 2005) According to the Peer Observation Scheme of Newman University College (2003), this practice involves one academic staff member observing a colleague's teaching methods and providing reflective feedback on their observations Lublin further enhances this understanding by offering additional insights into the significance of peer observation in professional development (cited in ProDAIT, 1).
Peer observation in teaching is a collaborative process where one educator observes another's instruction, whether in-person or online, and offers constructive feedback This practice aims to foster ongoing professional development through critical reflection from both the observer and the observed It enhances teaching and learning by encouraging mutual support and growth among educators.
„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
From the definitions, it is obvious that peer observation should involve the following elements
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
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 often described as a solitary profession, with most educators managing their classrooms independently (Wallace, 1998) However, collaboration among teachers is invaluable, as sharing ideas can lead to significant benefits By discussing their thoughts with colleagues, teachers can enhance their concepts in ways they might not achieve alone Additionally, constructive feedback from peers can serve as motivation and encouragement, fostering deeper reflection and professional growth.
METHODOLOGY
This chapter, which introduces the methodology of the study, covers the subjects, the research method, the methods of data collection, and the methods of data analysis
The study involved five approachable teachers from the Faculty of English Language Teacher Education at the University of Languages and International Studies, Vietnam National University, Hanoi, who were eager to participate These participants, colleagues of the researcher with years of collaboration, provided insights into the benefits of peer observation from their unique perspectives While concerns about the generalizability of findings arise due to the small sample size, the study focused specifically on the participants' views rather than broader implications Thus, the detailed descriptions of each participant suggest that peer observation may also be advantageous for individuals with similar characteristics to those involved in the study.
Teachers Gender Age Teaching experience
All participants in the study, referred to by pseudonyms, are novice teachers who graduated from the College of Foreign Languages or the University of Languages and International Studies at Vietnam National University, Hanoi Their teaching experience varies between 2 to 4 years, highlighting a commonality among them despite the lack of a definitive standard for categorizing teachers based on years of experience.
“experienced/ novice teachers”, the researcher thought that these figures were quite suitable for her study whose scope was neither peer observation between experienced- experienced nor experienced-novice teachers
Similarities in terms of levels of students, textbooks, course objectives were also found in individual pairs
La and Ma, members of the Division of English for Minority Students, taught English to students from mountainous regions who aimed to become English teachers in their hometowns Their instruction focused on foundational language skills, with an emphasis on basic grammar and pronunciation, particularly for first-year students Additionally, it was essential for educators to select lesson content and teaching methods that aligned with the students' lower proficiency levels.
The second and the last pairs, which actually involved three teachers only, includes Na,
The Division of English for second-year students included teachers Ka, Li, and Na, who instructed mainstream and Double-Major students with intermediate English proficiency They were responsible for delivering lessons in speaking, listening, reading, and writing, adhering to a common curriculum and schedule established at the start of each semester Li and Na focused on speaking classes, utilizing the "Inside Out Intermediate" textbook for mainstream students and "Market Leader Intermediate" for Double-Major students, while Li and Ka taught reading using the "Interaction – Reading" course book.
Qualitative method was utilized in this study so as to achieve the desired aims
Qualitative research is defined as the non-numerical examination and interpretation of observations to uncover underlying meanings and relationship patterns (Babbie, 1983) It seeks a deeper understanding of phenomena rather than merely addressing questions of effectiveness or accuracy (Frankel and Wallen, 1996) This approach is particularly suitable for exploring how peer observation can enhance professional development from participants' perspectives The study employs three primary data gathering techniques: interviews, peer conferencing, and journaling, with qualitative data collected through these methods in a specified order.
In the initial phase of the study, interviews provided essential insights into participants' backgrounds, shaping their perceptions of peer observation benefits Following each observation, post-observation conferences were recorded, yielding crucial data to address the research questions Additionally, the researcher conducted brief interviews with both the observer and the observed teacher to clarify conference details and gather participants' reflections on their experiences Participants' journals also contributed significantly to the qualitative data, offering a written account of the findings derived from the conferences.
2.3.1 The on-going combination of data collection methods
The study focused on peer observation, a research method often confused with data collection However, data was gathered through two types of interviews, peer conferences, and journals, rather than peer observation itself These methods were employed across three phases of the research, aligning with the peer observation procedure.
In the initial phase prior to peer observation, preliminary interviews were conducted to gather insights into participants' experiences and knowledge regarding peer observation Participants received instructions on the conduct of the observations and collaborated to determine the timing and location for the first observation Data collected from these preliminary interviews was analyzed for further insights.
The second phase of the study focused on peer observation, encompassing pre-observation meetings, the observations themselves, and post-observation conferences To enhance data reliability, the researcher minimized interference during these stages The post-observation conferences, referred to as peer conferences, served as a key data collection tool and were audio-recorded Additionally, follow-up interviews, designed as semi-structured discussions, provided participants with the opportunity to clarify their experiences and reflect on new insights, and these interviews were also audio-recorded.
In the final phase following peer observations, data was gathered from participants' journals, allowing them to share their thoughts and experiences regarding peer observation and its practical implications.
Interviews as an instrument of data collection were used in two different phases with different purposes o The preliminary interviews
The preliminary interviews focused on participants' initial perceptions of the benefits and limitations of peer observation Conducted in a structured manner, these interviews utilized a fixed set of questions The researcher opted for this approach to avoid overwhelming participants at the outset of the peer-observation program, ensuring that the study did not appear overly time-consuming, which could discourage involvement.
The interviews were held in a casual, face-to-face setting to foster a comfortable atmosphere for both the interviewer and interviewees While some English terms such as "peer observation" and "professional development" were utilized, all questions and responses were conducted in the interviewees' native language, enabling them to communicate their thoughts more effectively.
To enhance data accuracy during interviews, an audio recorder was employed, allowing for more precise and comprehensive information capture compared to conventional note-taking methods This approach minimized distractions for interviewees and facilitated smoother conversations Subsequently, all recorded data was transcribed for thorough analysis.
Appendix 1 for sample preliminary interview extract) o The follow-up interviews
The follow-up interviews were conducted immediately after the post-observation conferences, featuring both unstructured and structured questions Unstructured questions focused on clarifying points that were unclear during the conferences, aiding the researcher in analyzing data from the peer observations In contrast, structured questions gathered fresh insights from both observers and observed teachers regarding the benefits and limitations of the peer observations, as well as their suggestions for future observations.
Follow-up interviews were conducted through face-to-face and informal conversations, utilizing audio recorders and transcription, mirroring the approach taken in the preliminary interviews (refer to Appendix 2 for a sample extract of the follow-up interview).
DATA ANALYSIS AND DISCUSSION
This study was aimed to answer the following 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?
This part presents the findings with reference to the above research questions
3.1 Benefits of peer observation to professional development
3.1.1 Benefits of peer observation in comparison with related concepts
Participants showed a lack of appreciation for observations conducted by administrators, as these evaluations were primarily for assessment purposes Consequently, teachers tended to focus on meeting the expectations of their observers rather than engaging in genuine self-improvement.
La, Ma, and Na noted that evaluative observation led to temporary improvements in teacher performance, as highlighted by Ma's concern that these positive changes were not lasting.
The teacher performed exceptionally well only in the presence of the administrator, showcasing her engaging attire and organizing captivating activities However, once the observers departed, the classroom returned to its usual state.
Na noted that, similar to Ma's observations, the classes monitored by administrators were significantly altered, with teachers attempting to present a polished lesson This included preparing students in advance to respond favorably to questions posed during the observations.
Li highlighted that evaluative observations did not contribute to professional development for teachers Instead, the feedback focused on assessing whether teachers met institutional requirements, ultimately determining their ability to continue in their profession.
Na's comparison of peer observation and evaluative observations revealed that peer observation fosters a friendlier, more comfortable, and constructive environment, allowing observed teachers to feel supported rather than evaluated While the benefits of peer observation may not directly address the initial research question regarding its advantages, participants' concerns about the differences between the two observation types underscore the importance of recognizing these distinctions To fully appreciate peer observation, it is crucial to clarify these differences to prevent misunderstandings.
The findings of this study corroborate Munson's (1998) assertion that peer observation is more effective in enhancing teaching skills than traditional administrator-led evaluations Additionally, the in-depth accounts of evaluative observations by Ma and Li reinforce the concerns raised by Richards and Farrell (2005) regarding the intimidating nature of such evaluations, as well as the hesitance and resistance to participate in classroom observations highlighted by Pham Viet Ha (2004).
The current study aims to alleviate teachers' fears of judgment by distinguishing peer observation from evaluative classroom visits, encouraging its acceptance as a supportive tool for professional development Participants noted that while both peer observation and mentoring share the goal of enhancing teaching practices, mentoring often induces significant stress for observed teachers due to the pressure of mentor evaluations This pressure can hinder new teachers' job security at universities if feedback is not favorable One participant, Li, highlighted a stark contrast in lesson preparation, recalling how a mentee initially delivered engaging lessons with vibrant materials but subsequently became less meticulous once officially employed, underscoring the impact of evaluative stress on teaching quality.
“Evaluation often leads to overaction That‟s what I don‟t like about [mentoring].”
Mentoring, as defined by Fletcher (2000), involves a blend of coaching, counseling, and assessment, where experienced teachers support the professional growth of pre-service or newly qualified educators In the context of the study, mentoring was prevalent among participants, leading to a comparison with peer observation Participants concluded that peer observation was more effective for professional development, primarily because the mentoring program focused on assessing mentees' qualifications for their roles However, concerns raised by a participant regarding mentees' overreactions highlight the need for careful consideration by administrators before implementing mentoring as a strategy for staff development.
In conclusion, participants expressed a clear preference for peer observation over evaluative classroom visits and mentoring programs, highlighting that peer observation fosters a more comfortable and constructive environment for professional development, resulting in lasting positive effects on teachers' growth.
3.1.2 Benefits of peer observation in promoting self-awareness
The ways in which peer observation promotes self-awareness
Participants expressed that peer observation would offer them diverse perspectives on their teaching practices, including insights from fellow teachers, students, and their own reflective selves.
Participating in peer observation allows teachers to gain insights into their teaching practices from the perspective of their colleagues According to Li and La, this process involves educators at the same academic level exchanging constructive feedback on strengths and areas for improvement, which significantly contributes to their professional development The effectiveness of this approach was evident during peer conferences, where most feedback was rooted in the observers' pedagogical knowledge, teaching beliefs, and experiences.
Participants in the study expressed enjoyment in receiving peer feedback, which significantly boosted their self-awareness Ma described her peer’s feedback as a detailed and objective assessment of her actions, while La found excitement in discovering new aspects of herself through her peer's comments Additionally, Ka and Na highlighted the value of peer observation, suggesting that having a fellow student to listen to discussions and closely examine individual behaviors and responses would be beneficial for deeper insights.
In the peer conferences, very often the observers played the role of a student to give comments like:
“Like me, the students at the back of the classroom could not catch your instruction, so they did not know whether to move or sit still.” (Li to Na),
In Ka's class, Li noticed that the boys nearby were lying on their desks, while Ma's students responded positively to her praise, displaying their happiness.
Morris (cited in Race et al., 2009) highlighted the value of viewing teaching through a peer's lens, a sentiment echoed by participants in the current study regarding how peer observation heightened their self-awareness Notably, Ka, Ma, and others approached their peers' teaching from both an observer's and a student's perspective This dual viewpoint allowed peer observers to understand students' feelings, responses, and behaviors in the classroom, underscoring the significance of the student perspective as a key benefit of peer observation and a valuable insight from this research.
Another way in which peer observation promoted self-awareness was through the participants‟ self reflection Ma and Li had a very interesting simile for this Ma thought