The effectiveness of peer observation for pre-service education at Felte – Ulis

Abstract

Learning through peer observation significantly contributes to the process of training teachers to be as it helps both the observers and the observers improve their teaching practice, transform their educational perspectives and develop collegiality. This paper describes the peer observation model used in the pre-service teacher training in the Faculty of English language teacher education at the University of Languages and International Studies (FELTE - ULIS) and reports on the effectiveness as well as the drawbacks in the process of installation of this program. Data was collected from the qualitative method using questionnaires for 182 senior students of FELTE-ULIS and the qualitative approach through interviews with 9 out of 182 questionnaire responses. The research discovered that peer observation could be an excellent tool to support student teachers’ professional development by improving their teaching strategies and generating excitement. Recommendations for improvement have also been presented.