Teachers’ Perception of Classroom Observation, Peer Observation as a Professional Development Tool

Abstract

Teachers should be responsible for their own growth and development, and classroom observation is one of the practical approaches that help teachers enhance their teaching capabilities. Studies indicate that classroom observation is an integral part of every stage of a teacher’s career, especially with the aim of professional development. It would empower teachers to reflect on their teaching and identify pedagogical needs for the benefit of students. However, in Vietnam, the observation process has mainly been used as an authoritative tool and functioned as an administrative task regulated by the Ministry of Education and Training. This study examines school teachers’ perceptions of existing classroom observation and their expectations for the classroom observation process. The researcher adopted a quantitative research methodology with 2 surveys as the primary instrument for collecting data. The findings indicated that teachers responded positively to classroom observation and perceived its importance to their teaching. Based on teachers’ perceptions, some suggestions are provided for educational institutions in a similar context to implement the classroom observation process more appropriately and practically.