Classroom observation
The observation is structured around the seven principles that new observations should be based upon proposed by Williams (1989, pp.86-87), in contrast to traditional observations during which the observed teacher had no responsibility about the aim and content of the observation. These principles are:
Peer-observation
Freeman (1982) suggests that the observation approach to be adopted largely depends on which part of the training-development continuum the observed teacher belongs to. Taking into consideration the observed teacher’s teaching profile as presented above, the type of observation to be used is for professional development (Malderez, 2003). To that end peer observation will be applied in this particular context.
The observed teacher has asked a fellow EFL teacher to undertake the role of the observer. The latter is a woman with 20 years of teaching experience. Both teachers have known each other for a long time and have collaborated on a professional level. In addition, the observed teacher has observed the class of her colleague, as well.
Peer-observation is beneficial for the reason that it is teacher-centred (Williams, 1989). That means that the observed teacher is the one who decides on the process of observation and on how to use the observer (Freeman, 1982· Malderez, 2003). Also, in this approach to observation the observed teacher is equal to the observer, in contrast to the authoritative style of traditional observations (Kennedy, 1993) and the focus is on teacher development rather than on evaluation (Sheal, 1989).