ERIC Number: ED546863
Record Type: Non-Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 16
Peer Observation and Reflection in the ELT Practicum
Day, Richard R.
Online Submission, Journal of Language and Literature Education n8 p1-8 2013
The purpose of this study was to determine if peer observation (PO) in an ELT practicum for graduate students led to reflective teaching. The 15 students in the practicum taught EFL at two universities in rural Thailand in eight-week intensive courses. Five questions were investigated: (1) Did PO help the students engage in reflective teaching? (2) What were the students' reactions to PO? (3) Did the students modify their teaching behaviors or practices because of PO? (4) Did the students change any of their teaching beliefs because of PO? (5) Would engaging in reflective teaching in the practicum generalize to subsequent teaching experiences? The data were collected by means of two questionnaires. The findings demonstrate that the students liked PO, and that they reflected on their teaching which helped them modify their teaching practices and beliefs. They also show that the students would engage in reflective teaching in future teaching.
Descriptors: Foreign Countries, Reflective Teaching, Observation, Peer Evaluation, English (Second Language), Second Language Instruction, Student Attitudes, Teacher Behavior, Behavior Change, Practicums, Questionnaires, Teacher Education, Program Effectiveness, Measures (Individuals), Likert Scales, Student Teachers
Publication Type: Reports - Research; Journal Articles
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Hawaii; Thailand