Peer Observation of Teaching in EFL Classrooms in Saudi Universities: Challenges and Applications

Abstract

This paper aims to analyze the kinds of peer observation of teaching in Saudi English language institutes. The data revealed that three models of peer observation of teaching are used: evaluative, developmental and collaborative. It was apparent that the evaluative model is the dominant one. The analysis of the results showed that there is a negative attitude toward Peer Observation of Teaching (POT) among teachers. They do not welcome the idea of being monitored and judged. The authors realized that institutes could enhance the benefits of POT by providing teachers with clear guidelines and engaging them in the construction of institutional policies that welcome other POT models

Peer Observation of Teaching in EFL Classrooms in Saudi Universities: Challenges and Applications

“…Recently, peer observation has gained significant attention in the higher education sector of Saudi Arabia, especially in contexts similar to our study (see Deraney & AlGhamdi, 2020;Alkhatnai, 2021;Deraney, 2022). This has been evidenced by the growing literature on the topic, including works by Ali (2012), Shousha (2015), andTawalbeh (2020). While peer observation models have been advocated as a valuable tool for evaluating teaching practices, the literature shows that evaluation remains a critical aspect of the process.…”

“…In some cases, the qualifications of peer observers have been called into question, and the role of management in the process has not been well defined. Ali's (2012) study, for instance, examined whether there were assessment criteria for the observer and the observed. While peer observation is used as an evaluation tool, it remains unclear whether the observed has a say in selecting the observer and whether the Arab World English Journal www.awej.org ISSN: 2229-9327 8 observation forms are widely distributed or approved by senior administration.…”

“…There are still unanswered questions regarding which model seems preferable and why. The issue of POT has begun to receive attention lately in Saudi higher education (e.g., Ali 2012;Shousha 2015;Tawalbeh 2020). The evaluation model is the most dominant model, and it has been characterized as involving power inequality, as will be explained in the literature review.…”

“…The evaluation model is the most dominant model, and it has been characterized as involving power inequality, as will be explained in the literature review. The current studies have mainly focused on teachers' attitudes and perceptions towards POT and how POT may contribute to their professional development, based on data obtained from questionnaires (e.g., Ali 2012;Shousha 2015;Tawalbeh 2020). Studies that compare the three models of observations at both international and local levels are scarce, a point that forms the significance of this study.…”