Soada Idris Khan


The present research paper aims to analyze teachers’ attitude towards peer-observation and suggest remedies to improve practice of peer-observation. As part of the methodology, the researcher selected twenty questionnaires as a sample of this study. Twenty teachers involved in peer-observation (as observer and participants) were also interviewed and their suggestions and opinions were taken into consideration to improve practice of peer-observation at PYP, Najran University. The analysis of data showed that teachers do not whole-heartedly support peer-observation. The study also found that most of the teachers are not well familiar with the concept and application of peer-observation. They often consider evaluation as an excuse to termination. The study accomplishes that a teachers’ performance/ability cannot be judged in 20-30 minutes. Therefore, the study recommends that there must be many peer-observations for the same class and the best one must be assessed. The study also suggests organizing seminars and workshops to orient teachers to the process and advantages of peer-observation.


teachers’ attitude; evaluation; teaching practices; peer-observation.

Full Text:



Brandt, (2008). Integrating feedback and reflection in teacher preparation. ELT Journal, 62(1), 37-46.

Cosh, J. (1999). Peer observation: A reflective model. ELT Journal, 53(1), 22–27.

Donnelly, R. (2007). Perceived impact of peer observation of teaching in higher education. International Journal of Teaching and Learning in Higher Education, 19(2), 117-129.

Gosling, D. (2002). Models of peer observation of teaching, learning, and teaching support. Network, 2-5.

Hammersley-Fletcher, L., & Orsmond, P. (2005). Reflecting on reflective practices within peer observation. Studies in Higher Education, 30(2), 213- 224.

Hendry, G. D., & Oliver, G. R. (2012). Seeing is believing: The benefits of peer observation. Journal of University Teaching and Learning Practice, 9(1), 1-9.

Jung, T., Osterwalder, H., & Wipf, D. (2000). Teaching and assessing middle-year students’ speaking and listening skills. Teaching and Learning Research Exchange. Retrieved from: http://www.mcdowellfoundation.ca/main_mcdowell/projects/research_rep/52_teaching_assessing.pdf.

Kotsiomyti, M. (2010). Teacher observation and Greek state teachers of English: Current practices and suggestions for improvement. Language Learning/Teaching – Education, 1, 197–214.

Rahaya, S. A., & Salbiah, M. (1996). Pemikiran guru cemerlang: Kesan teradap prestasi pengajaran: Kertas kerja seminar isu-isu pendidikan. Fakulti pendidikan, Universiti Kebangsaan Malaysia.

Reed, V. (1989). Adolescent language disorders: General strategies for teaching language comprehension/listening. Eau Claire, WI: Thinking Publications.

Richards, J. C., & Farrell, T .S. C. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge: Cambridge University Press.

Richardson, M. (2000). Peer observation: Learning from one another. The NEA Higher Education Journal, Summer.

Wallace, M. J. (1998). Action research for language teachers. Cambridge: Cambridge University Press.

DOI: https://doi.org/10.25134/erjee.v8i1.2350


  • There are currently no refbacks.

Copyright (c) 2019 English Review: Journal of English Education