1. Summer Teacher Training Forum,
Rabat, July 2010.
Abdellatif Zoubair.
zoubair2@hotmail.com
Workshop: Promoting teacher development through peer observation
A. Complete the following definitions of `professional development` with the appropriate words
from the list: up-to-date, effective, process, better, opportunities, learning
1. `It is the attitude and . . . . . . . . . of being a lifelong learner.`
2. ‘A process of . . . . . . . . . and keeping . . . . . . . . . in one's area of expertise.’
3. ‘It is a way of learning to become more . . . . . . . . . by exploiting the learning . . . . . . . . .
that lie just below the surface of everything you do already. It helps people to learn from what
they do so they can get . . . . . . . . . at it...’
B. Identify the main features of real professional development from the definitions above:
- - -
- -....
C. In pairs, discuss how peer observation can promote professional development as defined above?
D. Watch the video on `peer observation` and:
1. list the benefits of peer observation
2. describe the main phases of the observation
E. Use the suggested observation grid and:
1. Decide on areas (of your teaching practice) you would like a colleague/observer to focus on
2. Suggest (a rough outline of) a tool (grid/checklist/ . . .) to be used for the observation
F. Open discussion: How would you design a peer observation programme within your school or
school area?
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References:
-Diaz-Maggioli, Gabriel H. 2003. Professional Development for Language Teachers.(via CAL).
-Harmer, J. 2007. The Practice of English Language Teaching. Pearson Longman.
-Opp-Beckman, L. & Klinghammer, S. 2006. Shaping the Way We Teach English:
Successful Practices Around the World. Washington : OELP, USDS.
-Underhill, Adrian. Continuous Professional Development, IATEFL Journal, First
published in Issue 149, June/July 1999.
-Wajnryb, R. 1992. Classroom Observation Tasks. Cambridge: Cambridge University Press.