Peer Observation As An Investigative Procedure to Better Enhance teaching. The Case of Teachers at the Secondary Schools of Ahmed Benzekri and IbnSaadTlemcen.

Abstract

In an effort to enhance teachers’ professional growth, institutions all across the world have welcomed innovative methods of professional development for teachers, such as peer observation (PO), professional development for teachers is frequently undertaken outside of the workplace and so is disconnected from daily classroom operations. Peer observation is an alternative professional development strategy that is contextualized in the classroom via coaching and collaboration. PO has lately gained popularity as educational and political leaders assess instructor performance. According Richards and Farrell, peer observation of teaching allows colleagues to monitor one another and obtain insights into their professional practices (Richards and Farrell, 2005). In practice, when the goal of an observation is viewed as an exploratory task intended for professional development, the observer, whether new or experienced, can broaden or shape new ways of teaching, allowing him to reset and refine his teaching practices and principles of approaching the job of teaching with greater commitment, diligence, and devotion. However, there are negatives thought to PO when it is not viewed as supportive and practical. This study sought to investigate teachers' attitudes about peer observation as a tool for professional development. It also investigates whether novice and experienced teachers have distinct perspectives on the peer observation process. The investigation was carried out by a questionnaire to teachers followed by astructured interviews which were respectively conducted with teachers at two different high schools in tlemcen. A classroom observation was also added to systematize the triangulation of investigation.