EFL teachers’ experiences of peer observation in Vietnamese academic institutions
Peer observation is considered as a useful tool to enhance teachers’ professional development. Limited research on how peer observation is carried out in Vietnamese higher institutions and how teachers experience peer observation in their educational contexts. This study investigates the experiences...
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| Format: | Article |
| Language: | English |
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HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE
2023-06-01
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| Series: | Ho Chi Minh City Open University Journal of Science - Social Sciences |
| Subjects: | |
| Online Access: | https://journalofscience.ou.edu.vn/index.php/soci-en/article/view/2279 |
| _version_ | 1797776715434426368 |
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| author | Le Thi Thuy Nhung Nguyen Hoang Thao Nguyen |
| author_facet | Le Thi Thuy Nhung Nguyen Hoang Thao Nguyen |
| author_sort | Le Thi Thuy Nhung |
| collection | DOAJ |
| description | Peer observation is considered as a useful tool to enhance teachers’ professional development. Limited research on how peer observation is carried out in Vietnamese higher institutions and how teachers experience peer observation in their educational contexts. This study investigates the experiences of peer observation among Vietnamese teachers of English and their perceptions of the benefits and challenges of peer observation. The study employed a quantitative research method to collect data. Survey questionnaires were completed online via Google Forms by 22 teachers of English working in different universities and colleges in Ho Chi Minh City. The findings show that teachers’ perceptions and experiences of peer observation varied among academic institutions. The purposes of peer observation were different among different educational settings. Peer observation sessions tend to focus more on evaluation purposes than on professional development purposes which aim to improve the teaching performance of EFL teachers. Also, the procedures for implementing peer observation were not unanimous among academic institutions. The findings have several implications for stakeholders to reflect on the current practices of peer observation in their respective institutions with a view to improving the quality of this professional development tool to enhance English language teachers’ professional development. |
| first_indexed | 2024-03-12T22:53:50Z |
| format | Article |
| id | doaj.art-4392b31840d24a90bae8822936ac090d |
| institution | Directory Open Access Journal |
| issn | 2734-9357 2734-9624 |
| language | English |
| last_indexed | 2024-03-12T22:53:50Z |
| publishDate | 2023-06-01 |
| publisher | HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE |
| record_format | Article |
| series | Ho Chi Minh City Open University Journal of Science - Social Sciences |
| spelling | doaj.art-4392b31840d24a90bae8822936ac090d2023-07-20T03:11:25ZengHO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCEHo Chi Minh City Open University Journal of Science - Social Sciences2734-93572734-96242023-06-01131617510.46223/HCMCOUJS.soci.en.13.1.2279.20231913EFL teachers’ experiences of peer observation in Vietnamese academic institutionsLe Thi Thuy Nhung0Nguyen Hoang Thao Nguyen1Banking University of Ho Chi Minh City, Ho Chi Minh CityCao Thang Teachnical College, Ho Chi Minh CityPeer observation is considered as a useful tool to enhance teachers’ professional development. Limited research on how peer observation is carried out in Vietnamese higher institutions and how teachers experience peer observation in their educational contexts. This study investigates the experiences of peer observation among Vietnamese teachers of English and their perceptions of the benefits and challenges of peer observation. The study employed a quantitative research method to collect data. Survey questionnaires were completed online via Google Forms by 22 teachers of English working in different universities and colleges in Ho Chi Minh City. The findings show that teachers’ perceptions and experiences of peer observation varied among academic institutions. The purposes of peer observation were different among different educational settings. Peer observation sessions tend to focus more on evaluation purposes than on professional development purposes which aim to improve the teaching performance of EFL teachers. Also, the procedures for implementing peer observation were not unanimous among academic institutions. The findings have several implications for stakeholders to reflect on the current practices of peer observation in their respective institutions with a view to improving the quality of this professional development tool to enhance English language teachers’ professional development.https://journalofscience.ou.edu.vn/index.php/soci-en/article/view/2279english teachingpeer observationprofessional developmentteacher training |
| spellingShingle | Le Thi Thuy Nhung Nguyen Hoang Thao Nguyen EFL teachers’ experiences of peer observation in Vietnamese academic institutions Ho Chi Minh City Open University Journal of Science - Social Sciences english teaching peer observation professional development teacher training |
| title | EFL teachers’ experiences of peer observation in Vietnamese academic institutions |
| title_full | EFL teachers’ experiences of peer observation in Vietnamese academic institutions |
| title_fullStr | EFL teachers’ experiences of peer observation in Vietnamese academic institutions |
| title_full_unstemmed | EFL teachers’ experiences of peer observation in Vietnamese academic institutions |
| title_short | EFL teachers’ experiences of peer observation in Vietnamese academic institutions |
| title_sort | efl teachers experiences of peer observation in vietnamese academic institutions |
| topic | english teaching peer observation professional development teacher training |
| url | https://journalofscience.ou.edu.vn/index.php/soci-en/article/view/2279 |
| work_keys_str_mv | AT lethithuynhung eflteachersexperiencesofpeerobservationinvietnameseacademicinstitutions AT nguyenhoangthaonguyen eflteachersexperiencesofpeerobservationinvietnameseacademicinstitutions |