ABSTRACT

This paper discusses academics’ perceptions of challenges during the implementation of peer observation of teaching (POT) for promoting teachers’ reflection and teaching improvement. This qualitative case study involved 11 academics teaching English at a university in Vietnam. Data were analysed inductively and thematically. Several challenges were identified: limited learning from observing junior peer teaching and junior peers’ feedback, uncritical feedback from peers without closeness, lack of sensitivity in giving feedback, and limited time for POT. These findings suggest that a strong peer relationship in a Confucian culture appears to be key for successful POT.

摘要

本文讨论了学术界在实施同伴观察教学（POT）过程中对挑战的看法，以促进教师反思和教学改进。这个定性案例研究涉及 11 位在越南一所大学教授英语的学者。对数据进行归纳和专题分析。确定了几个挑战：从观察初级同伴教学和初级同伴的反馈中学习有限，来自没有亲密感的同伴的不加批判的反馈，在提供反馈时缺乏敏感性，以及 POT 的时间有限。这些发现表明，儒家文化中牢固的同伴关系似乎是 POT 成功的关键。