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Exploring the nature and effectiveness of peer observation through the perceptions of preservice elementary teachers: Focusing on English microteaching

  • Modern English Education
  • Abbr : MEESO
  • 2024, 25(), pp.17-32
  • Publisher : The Modern English Education Society
  • Research Area : Humanities > English Language and Literature > English Language Teaching
  • Received : January 15, 2024
  • Accepted : January 30, 2024
  • Published : February 3, 2024

Kim, Hyun Jin 1

1청주교육대학교

Accredited

ABSTRACT

This study explores the nature and effectiveness of peer observation of teaching through the perceptions of preservice elementary teachers in English microteaching. In this study, twenty-seven preservice teachers participated in three phases of peer observation: pre-observation, observation, and post-observation peer feedback, along with a written interview. Their responses were analyzed through directed content analysis method, and their peer feedback and reflections were consulted in interpreting the findings of the analysis. The findings of the study are as follows: Preservice elementary teachers demonstrated positive perceptions of peer observation in terms of sharing various teaching ideas, experiencing and personalizing various classes, deepening theoretical knowledge, and improving reflection skills. Secondly, preservice teachers also showed positive perceptions of post-observation peer feedback in terms of feedback delivery, perspective or focus of feedback, and other benefits of feedback, despite identifying some ineffective aspects of peer feedback. These findings suggest that preservice teachers’ peer observation indicates its developmental nature—connecting observation with the enhancement of teaching skills and reflective practices—along with its collaborative aspect. Despite some challenges arising from the nature of post-observation peer feedback, the results indicate that peer observation can serve as an effective educational tool, contributing significantly to the professional development of preservice teachers.

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