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Teachers’ perceptions of self-observation as an appraisal tool
Sassi, Samira Boukadi Haj1.
This study explores teachers’ beliefs about self-observation on practice as one alternative for the
appraisal process. In this study, teachers were interviewed about how they viewed selfobservation
and how well it served them in developing their teaching on the one hand, and
enhancing reflective practice on the other one. The findings in this paper are based on a
qualitative research that employed an interpretivist /constructivist theory, in which qualitative
data was gathered primarily through interviews with a view to clarifying teachers' perceptions
and understanding the beliefs and practices behind them. The study attempted to answer mainly
the following question. “What do teachers understand by self-observation and how do they
perceive its role in professional development?” The findings of the study revolve around two
main themes; the benefits and the drawbacks of self-observation theory. While, the first one
describes self- observation as an opportunity for reflection, awareness and professional growth,
the second view claims that such practices depend on personality and attitudes, and is limited by
various constraints.
Affiliation:
- Higher Colleges of Technology, United Arab Emirates
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Immediacy Index
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