Assessing the Role of Peer Observation in Second Language Acquisition: A Review of Cases in China, Hongkong and Australia

Ebenezer Torku, Benedicta Clemency Adzo Akey, Tehzeeb Mustafa, Elvis Adu

Abstract


Teachers are very important part of the educational process because they are the main medium of instruction in the classroom. This explains the huge amount of investments which various countries and government puts into teacher education since they are the pillars and formation of the human resources of the nation.  However the teacher training process is very short and once completed a teacher may not have the opportunity to go through this education another time. This is the reason why it is important for continuous professional training and development of the teacher using appropriate methodologies and practices. One such practice is peer observation.  In a peer observation programme, teachers observe the class of their peers so as to have a common ground for discussion on ways to improve teaching practice. This practice may be particularly important for foreign language teachers because there have been calls for language teachers to develop their teaching skills in responses to advance in research on Second Language Acquisition. The purpose of this review is to explore the development of peer-observation program for the use of an extension language school in China, Hong Kong and Australia.


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