Using peer observation as a learning tool for EFL novice teachers to foster their teaching readiness

Abstract

This study aims at investigating EFL novice teachers’ awareness and consulting their attitudes concerning peer observation of teaching as a learning tool to foster their teaching readiness. The data for the study was collected through a questionnaire with a sample of 10 EFL novice teachers and an interview held with 5 EFL experienced teachers at Tlemcen University in Algeria. The findings showed that the majority of the participants know and use peer observation. They confirmed the benefits of peer observation as a tool to help them in improving themselves and their classroom practices. Nevertheless, they do not use it accurately. Therefore, it is recommended that the Algerian EFL novice teachers be trained in peer observation for its significance in their daily teaching and professional development. Keywords: EFL, learning tool, novice teachers, peer observation, teaching readiness;