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A Suggested peer observation model as means of professional development

Profesyonel gelişim için önerilen bir meslektaş gözlem modeli

  1. Tez No: 117350
  2. Yazar: ALİYE EVİN KASAPOĞLU
  3. Danışmanlar: DR. SARAH J. KLİNGHAMMER
  4. Tez Türü: Yüksek Lisans
  5. Konular: Eğitim ve Öğretim, Education and Training
  6. Anahtar Kelimeler: Belirtilmemiş.
  7. Yıl: 2002
  8. Dil: İngilizce
  9. Üniversite: İhsan Doğramacı Bilkent Üniversitesi
  10. Enstitü: Sosyal Bilimler Enstitüsü
  11. Ana Bilim Dalı: Belirtilmemiş.
  12. Bilim Dalı: Belirtilmemiş.
  13. Sayfa Sayısı: 105

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Özet (Çeviri)

ABSTRACT Title: A Suggested Peer Observation Model as a means of Professional Development Author: Aliye Evin Kasapoğlu Thesis Chairperson: Julie Mathews- Aydınlı Bilkent University, MA TEFL Program Committee Members: Dr. Sarah J. Kliirghammcr Bilkent University, MA TEFL Program Dr. Martin Endley Özel Bilkent Lisesi * Peer observation is a type of classroom observation in which one teacher observes another for mutual or self-benefit. The aim is to help teachers learn about their own teaching as well as other teachers' styles and techniques, understand features of student behavior and classroom dynamics, and increase overall professional development, which leads them towards becoming better teachers. The aim of the study was to discover the perceptions of the participants on a proposed model for peer observation. As a part of the teacher development program, a process of peer observation is currently being considered for implementation at Anadolu University, School of Foreign Languages (AU-SFL). Before such a process is implemented, a model for the process needs to be developed. In this study, a pilot peer observation process was conducted with an adapted version of the clinical supervision model, in which the role of the supervisor was filled by a peer. Two experienced and two novice teachers who work in AU-SFL participated in this case study on a voluntary basis. To collect the data for the study, teachers were asked to answer a pre- observation questionnaire before the peer observation process began, keep reflectivejournals throughout the process, and answer semi-structured interview questions after the process ended. Participants' responses to the pre-observation questionnaire were recorded and entered into a series of tables. Transcriptions of the interviews were read and every response related to the research questions was highlighted. The responses from each participant were then paraphrased in a series of tables, one table for each research question. The reflective journals were read, and then comments related to the research questions were underlined and put into the tables together with the interview responses. The results show that all of the four participants felt the peer observation process contributed to their professional development in varying degrees. They emphasized the contributions of the process to their teaching skills as the major benefit of the observations. All participants stated that the peer observation process encouraged collaboration among colleagues. Although their perceptions about peer observation had varied before the observation process began, the responses of all of the four participants to peer observation after taking part in this study were positive, showing definite change.

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