Ethel Reyes-Chua, Marisol Remollo-Mack, Alma O. Viloria


Aligning teacher’s classroom peer observation with professional development can be considered effective if teachers would actually try to conduct this exercise, collect evidence, and to manage a peer post-conference. The major purpose of this study was to identify the teachers’ perceptions and insights on the classroom peer observation at EAC-Cavite. It also aimed at developing appropriate responses to evidence, identifying the advantages and disadvantages of classroom peer observation, and improving the system using the qualitative method of research and an open-ended survey questionnaire approach which was administered randomly to 14 schools or 35 faculty members. The results revealed that there was a positive insights of faculty members in the conduct of classroom peer observation. The results were analyzed using the Kolb’s Experiential Learning. As part of its implications to teaching practice, the researchers have adopted the cycle and came up with their own paradigm which is highly recommended to be used and evaluated for professional development and improvement.


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DOI: http://dx.doi.org/10.46827/ejhrms.v0i0.574


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