THE UNIVERSITY TEACHERS’ PERCEPTIONS OF PEER OBSERVATION
Abstract
Teachers’ belief, attitude and experience of peer observation considerably affect their willingness to observe their colleagues or be observed by other faculty members. Peer observation is regarded as a sensitive practice in many higher educational institutions due to its overshadowed values and teachers’ intimidation of being judged by their colleagues. This study reveals how peer observation is perceived and employed by university teachers examining their attitude towards the process. Data was collected based on a quantitative method; a survey questionnaire was distributed among 230 teachers of local and international universities in Uzbekistan. The findings show that most teachers treat peer observation as a compulsory part of the annual workload (appraisal). Based on the results, the researchers provide recommendations for educators to benefit from this vital tool to improve their teaching skills.
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