@article{ART003049554},
author={Kim, Hyun Jin},
title={Exploring the nature and effectiveness of peer observation through the perceptions of preservice elementary teachers: Focusing on English microteaching},
journal={Modern English Education},
issn={1598-0782},
year={2024},
volume={25},
pages={17-32}
TY - JOUR
AU - Kim, Hyun Jin
TI - Exploring the nature and effectiveness of peer observation through the perceptions of preservice elementary teachers: Focusing on English microteaching
JO - Modern English Education
PY - 2024
VL - 25
IS - null
PB - The Modern English Education Society
SP - 17
EP - 32
SN - 1598-0782
AB - 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.
KW - Peer observation of teaching(POT);peer feedback;microteaching
DO -
UR -
ER -
Kim, Hyun Jin. (2024). Exploring the nature and effectiveness of peer observation through the perceptions of preservice elementary teachers: Focusing on English microteaching. Modern English Education, 25, 17-32.
Kim, Hyun Jin. 2024, "Exploring the nature and effectiveness of peer observation through the perceptions of preservice elementary teachers: Focusing on English microteaching", Modern English Education, vol.25, pp.17-32.
Kim, Hyun Jin "Exploring the nature and effectiveness of peer observation through the perceptions of preservice elementary teachers: Focusing on English microteaching" Modern English Education 25 pp.17-32 (2024) : 17.
Kim, Hyun Jin. Exploring the nature and effectiveness of peer observation through the perceptions of preservice elementary teachers: Focusing on English microteaching. 2024; 25 17-32.
Kim, Hyun Jin. "Exploring the nature and effectiveness of peer observation through the perceptions of preservice elementary teachers: Focusing on English microteaching" Modern English Education 25(2024) : 17-32.
Kim, Hyun Jin. Exploring the nature and effectiveness of peer observation through the perceptions of preservice elementary teachers: Focusing on English microteaching. Modern English Education, 25, 17-32.
Kim, Hyun Jin. Exploring the nature and effectiveness of peer observation through the perceptions of preservice elementary teachers: Focusing on English microteaching. Modern English Education. 2024; 25 17-32.
Kim, Hyun Jin. Exploring the nature and effectiveness of peer observation through the perceptions of preservice elementary teachers: Focusing on English microteaching. 2024; 25 17-32.
Kim, Hyun Jin. "Exploring the nature and effectiveness of peer observation through the perceptions of preservice elementary teachers: Focusing on English microteaching" Modern English Education 25(2024) : 17-32.
