Using peer observation as a learning tool for EFL novice teachers to foster their teaching readiness
Article Sidebar
Main Article Content
Abstract
This study aims at investigating EFL novice teachers’ awareness and consulting their attitudes concerning peer observation of teaching as a learning tool to foster their teaching readiness. The data for the study was collected through a questionnaire with a sample of 10 EFL novice teachers and an interview held with 5 EFL experienced teachers at Tlemcen University in Algeria. The findings showed that the majority of the participants know and use peer observation. They confirmed the benefits of peer observation as a tool to help them in improving themselves and their classroom practices. Nevertheless, they do not use it accurately. Therefore, it is recommended that the Algerian EFL novice teachers be trained in peer observation for its significance in their daily teaching and professional development.
Keywords: EFL, learning tool, novice teachers, peer observation, teaching readiness;
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (SeeThe Effect of Open Access).