Peer Observation of Teaching: A Formative Lens to Enhance Academics’ Confidence and Self-Efficacy in Teaching
Teachers’ self-efficacy is believed to be associated with their actions to improve teaching practice. This paper reports on how academics perceived their confidence and sense of self-efficacy through reciprocal POT. This qualitative case study employed complementary data collection methods and inductive and thematic analysis with a sample of eleven academics teaching business English at a university in Vietnam. The participants reported increased confidence and many of them developed a sense of self-efficacy through their new understandings of their teaching and actions to refine practice.
Keywords - tertiary education, peer observation of teaching, confidence, self-efficacy