Teachers attitudes toward peer observation: Before and after the experience

Abstract

11 ABSTRACT Title : Teachers' Attitudes toward Peer Observation: Before and After the Experience Author: AbdUlkasım Varlı Thesis chair: Dr. Phyllis L. Lim Bilkent University, MA TEFL Program. Thesis Committee Members: Ms. Patricia J. Brenner Bilkent University, MA TEFL Program. Dr. Arlene Clachar, Bilkent University, MA TEFL Program. The purpose of this study was to investigate the attitudes of teachers toward peer observation before and after experiencing it. Research shows that teacher development activities are highly recommended throughout the teaching career and that peer observation is an important element in teacher development programs. In order to find out teachers' attitudes toward peer observation, two different instruments were employed: questionnaires and interviews. One version of the questionnaire was administered to 18 1994 MA TEFL students and the second was mailed to 8 1993 MA TEFL graduates. The first version consisted of three parts: before the MA TEFL Program, during the MA TEFL Program, and after the MA TEFL Program. The second version consisted of two parts: before the MA TEFL Program, and after the MA TEFL Program. The interviews were conducted with 3 local 1993 MA TEFL graduates. The interview items, like the items in the questionnaires, elicited respondents' past and present attitudes toward peer observation. Analysis of the data indicated that before the MA TEFL Program, respondents either did not know about peer observation or they had some misconceptions about it. However, after practising peer observation and learning more about it in the MA TEFL Program, almost all of the respondents stated positive attitudes toward it. The answers to both the questionnaire and interview items indicated that peer observation was considered by the respondents to be anIll important activity in teacher development and in the improvement of teaching and learning. Another finding was that, even though the respondents had practised peer observation in the MA TEFL program, some still had some misconceptions abo/xt it. These results suggested that in order to make peer observation part of the curriculum, teachers should be thoroughly informed about it to make them aware that it is not an evaluation of their personality or teaching but something constructive that contributes to their development. It was also revealed that because of time limitations caused by heavy schedules, teachers hesitated to become involved in peer observation. This concern indicates the need to consider lightening teacher load so that more attention can be given to professional development.