REFLECTIVE PRACTICE THROUGH JOURNAL WRITING AND PEER OBSERVATION: A Case Study

Journal writing and Peer Observation in an educational context have become popular
techniques, with several different types of applications. They have now been used quite
widely in both language teaching and in teacher training. However, despite its reported
advantages in both teaching and research, there are not many Peer Observation and Diary
studies available based on the writing of experienced language teachers. The Teacher
participants maintain Journal writing and Peer Observation as a means of reflective
practice. They consider these practices as a mirror, which reflects the teacher’s own image
as a practioner. The post-reflection discussion reveals that the teacher participants believe
in reflective practice as an effective means of self-evaluation and of developing sensitivity
to students’ learning. This paper examines Peer Observation and journal writing of two
teachers working on the same language programme in terms of a variety of topic headings,
and suggests that reflective practice can be a useful tool for both classroom research and
teachers’ professional development.