Revisiting Peer Classroom Observations as A Teacher Professional Development Protocol: A Critical Theoretical Review of Global Practices

Abstract

Peer observation is among the popular tools to evaluate teacher's performance in the classroom. As education evolves and becomes more eclectic, the focus of peer observation is not merely to assess teachers but also to facilitate them in pursuing their professional development. Characterized by the SALSA (Search, Appraisal, Synthesis and Analysis) framework of Grant and Booth (2009), this critical review searches, appraises, synthesizes, and analyzes the literature in contemporary models of peer observation globally, based on which the author adopts two peer-observation models left out by other researchers. The article then critically discusses the questions regarding the benefits and concerns, as well as proposes holistic solutions to enhance peer observation of teaching. Finally, the author points out the research gaps and offers further pedagogical recommendations for applying peer observation of teaching as a professional development protocol from both managerial and professional perspectives.

La Gestión de Recursos Humanos en el Sector Educativo y su Impacto en el Desarrollo Profesional Docente: Una Revisión Sistemática

“…Además, el desarrollo profesional docente no se limita a la formación en nuevas metodologías de enseñanza o a la actualización en contenidos disciplinarios. Como lo señala Nguyen (2021), también puede incluir oportunidades para que los docentes compartan experiencias y mejores prácticas, lo que puede fomentar una cultura de colaboración y aprendizaje continuo. Estos intercambios pueden ser particularmente valiosos para fomentar la innovación y la adaptabilidad en un contexto educativo cada vez más cambiante.…”

Postlesson affordance‐based reflective discussion in ELT classes

“…It is even nonsensical to ask students why the lesson fails as they do not decide the outcomes and they are under no obligation to study in a particular manner to achieve the goals that the teacher sets. Furthermore, as the outcome-based discussion might be an official part of the appraisal process after other teachers visit and observe a class (Nguyen, 2021), whether a discussion moves to the transformative stage depends on how willing the observees and observers are to listen and discuss the lesson in depth. Above all, it is hard to expect any in-depth critical reflection in outcome-based discussion as it contradicts the nature of critical teaching practices.…”

“…In the second lens of reflection, a colleague is invited to a reflection discussion. The colleague should be a friend in whom the teacher can confide without fear of losing face and who is critical, professional, and honest enough to provide constructive feedback even when the truth can be detrimental to friendship (Nguyen, 2021). The third lens is based on the teacher's personal experience as a learner.…”