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Multilinguisme en situation d’enseignement du Français Langue Etrangère : attitudes des enseignants envers les langues autres que la langue cible
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Xue, Lin. - : Humboldt-Universität zu Berlin, 2019
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| 22 |
Rethinking formative assessment through peer observation and reflection: A case study of Pakistani ESL lecturers’ cognition and practices
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Abstract:
Peer observation can be applied to assess teachers’ performance. Despite an ever-growing corpus of literature on peer observation of teaching in education, very little research has been undertaken in tertiary level contexts where English is a second language (ESL), and no such study has been undertaken in a Pakistani context. Peer observation is commonly used to assess teachers in Pakistan. It is regarded as the first step towards quality assurance to provide evidence for reappointment or promotion decisions. Such summative peer observation done for evaluative purposes is generally seen by observed teachers as a threat to their professional autonomy, because it is often considered as a fault-finding tool. However, formative peer observation has the potential to play a pivotal role in teachers’ professional learning and growth. It can be an effective means of assessing teachers by identifying both areas of weakness and strength, thereby promoting teacher development. This qualitative case study was conducted from August 2016 to April 2017 in the context of a renowned private university in Pakistan. It followed an interpretive approach, wherein each individual was believed to have a unique perception and interpretation of the praxis of assessment by means of peer observation of teachers. The study focused on the cognition and practices of a group of six Pakistani ESL lecturers, the observer of their classes, and a member of the Quality Assurance Committee in the context. Data were collected from the lecturer participants through a combination of questionnaires, initial focus group discussions, auditing of post-observation meetings, stimulating the recall of participants of these sessions, individual interviews, and written narrative frames. All data were subjected to a process of grounded analysis. The application of this inductive and multi-method approach to the six lecturers, alongside the interviews with the management personnel, and the collection of pertinent documents have provided a detailed picture of peer observation. This was achieved by first identifying the institutional perspective, and then by presenting the practitioners’ cognitive development, discussed in light of Kolb’s (1984, 2015) Experiential Learning Theory. In brief, findings revealed substantial diversity in views across the sources obtained within the institution. This study also provided a systematic structure for reflective practice to the lecturers and their repeated engagement in the research project facilitated their learning and enhanced their cognition, collectively and generally, and then individually and more specifically. This process enabled them to articulate their beliefs, which led to build on their understandings about peer observation more positively at the university context. Therefore, the idea and significance of reflective practice in peer observation to ensure that professional learning takes place are endorsed in the findings of this research. This research potentially contributes to the current corpus of literature theoretically, methodologically, and contextually. The findings of this study also offer practical implications for researchers, institutional leaders, and practitioners of peer observation.
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Keyword:
language lecturers; peer observation; professional learning; teacher assessment; teacher cognition
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URL: https://hdl.handle.net/10289/12364
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| 23 |
Oral corrective feedback in a blended learning environment: Challenges and contradictions faced by teachers in a Vietnamese university
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| 24 |
Adult Educators at the Crossroads of Language Learning and Workforce Development: A Qualitative Study of Teacher Agency
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In: Graduate Masters Theses (2019)
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| 25 |
From Initial Education to Portuguese L1 Classroom: conceptions about teaching and learning grammar
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In: DELTA: Documentação e Estudos em Linguística Teórica e Aplicada; v. 34, n. 4 (2018) ; 1678-460X ; 0102-4450 (2019)
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| 26 |
From Initial Education to Portuguese L1 Classroom: conceptions about teaching and learning grammar
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| 27 |
Exploring the Intersection Between Teachers’ Beliefs and Research Findings in Pronunciation Instruction
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In: World Languages and Cultures Publications (2018)
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| 28 |
Exploring the Intersection Between Teachers’ Beliefs and Research Findings in Pronunciation Instruction
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In: World Languages and Cultures Publications (2018)
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| 29 |
Considering teacher cognition and motivation in teacher research engagement: a mixed-methods study involving English language teachers at Vietnamese public universities
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| 30 |
CFL Teacher Cognition in K-8 School Settings: Focus on Classroom Management
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In: Applied Linguistics and English as a Second Language Dissertations (2018)
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| 31 |
Discerning the Language Assessment Literacy of EFL Teachers in Uzbekistan: An Individual, Social, and Sociohistorical Teacher Cognition Inquiry
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In: Applied Linguistics and English as a Second Language Dissertations (2018)
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| 32 |
Task-based language teaching for Chinese as a second language: Teaching practice and teacher cognition
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| 33 |
Speaking Pedagogy: Insights from Vietnamese EFL Teachers’ Cognitions and Classroom Practice
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In: University of Wollongong Thesis Collection 2017+ (2018)
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| 34 |
Overseas teaching experience and motivational currents: The case of EFL pre-service teachers in Indonesia
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In: Indonesian Journal of Applied Linguistics, Vol 8, Iss 2, Pp 429-440 (2018) (2018)
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| 35 |
LANGUAGE TEACHERS’ BELIEFS ON MATERIALS USE AND THEIR LOCUS OF CONTROL: CASE-STUDIES FROM IRAN AND JAPAN
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In: Indonesian Journal of Applied Linguistics, Vol 7, Iss 3, Pp 583-593 (2018) (2018)
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| 36 |
Native English-Speaking Teachers Using Korean to Teach EFL in South Korea: A Sociocultural Analysis of Teachers' Beliefs and Practices
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| 37 |
Changing Teacher Perceptions of their Roles: Pre and Post NCLB
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| 38 |
Diffusion of the CEFR among Vietnamese teachers: a mixed methods investigation
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| 39 |
Critical Language Awareness in an ELL Urban Language Classroom: Transforming a Latina Teacher’s Language Ideology
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In: Doctoral Dissertations (2017)
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| 40 |
TEACHERS’ BELIEFS AND PRACTICES IN ASSESSING THE VIEWING SKILL OF ESL LEARNERS
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In: Indonesian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 19-28 (2017) (2017)
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