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‘It is empowering…’ Teachers’ voices on action research using Flanders' Interactional Analysis Categories (FIAC) for peer observation to improve teaching and learning of English language

Observing teachers especially experienced teachers can be a difficult task. Nevertheless, observation is an effective means to evaluate the effectiveness of teaching and learning practice of any course or programme. Peer observation is one of the effective ways with relative ease. This paper discus...

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Main Authors: Dzakiria, Hisham, Mohamed, Abdul Halim, Hisham, Badrul, Malek, Zahril Anwar, Said, Shahrul Niza
Format: Book Section
Language:English
Published: Faculty of Communication and Modern Languages, Universiti Utara Malaysia 2007
Subjects:
LB Theory and practice of education
PE English
Online Access:http://repo.uum.edu.my/3249/1/H1.pdf
http://repo.uum.edu.my/3249/
http://staf.uum.edu.my/tleia2/
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spelling my.uum.repo.32492011-05-30T01:20:43Z http://repo.uum.edu.my/3249/ ‘It is empowering…’ Teachers’ voices on action research using Flanders' Interactional Analysis Categories (FIAC) for peer observation to improve teaching and learning of English language Dzakiria, Hisham Mohamed, Abdul Halim Hisham, Badrul Malek, Zahril Anwar Said, Shahrul Niza LB Theory and practice of education PE English Observing teachers especially experienced teachers can be a difficult task. Nevertheless, observation is an effective means to evaluate the effectiveness of teaching and learning practice of any course or programme. Peer observation is one of the effective ways with relative ease. This paper discusses the findings of a study that involves three ESL (English as a Second Language) teachers at Changlon Secondary School in Kedah Malaysia. This study incorporates the use of Flanders' Interactional Analysis Category (FIAC) for Teacher Support Team (TST) programme between Universiti Utara Malaysia(UUM) and the school. The paper begins first by explaining the involvement of the teachers and their feelings about peer observation. This paper then highlights teachers’ feelings and perceptions towards FIAC as an alternative tool to observe and improve teaching effectiveness and how its use create an awareness of the kind of teaching that takes place in their classrooms. The dogma of learner-centred versus teacher-centred teaching was evidently discussed. The paper concludes by providing ways to make the classrooms more learner-centred as opposed to the current practice of the teachers which are more teacher-centred. Faculty of Communication and Modern Languages, Universiti Utara Malaysia 2007 Book Section PeerReviewed application/pdf en http://repo.uum.edu.my/3249/1/H1.pdf Dzakiria, Hisham and Mohamed, Abdul Halim and Hisham, Badrul and Malek, Zahril Anwar and Said, Shahrul Niza (2007) ‘It is empowering…’ Teachers’ voices on action research using Flanders' Interactional Analysis Categories (FIAC) for peer observation to improve teaching and learning of English language. In: The Second Biennial International Conference on Teaching and Learning of English in Asia : Exploring New Frontiers (TELiA2), 14-16 June 2007, Holiday Villa Beach & Spa Resort, Langkawi. Faculty of Communication and Modern Languages, Universiti Utara Malaysia, Sintok, pp. 1-20. ISBN 978-983-42061-2-3 http://staf.uum.edu.my/tleia2/
institution Universiti Utara Malaysia
building UUM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Utara Malaysia
content_source UUM Institutionali Repository
url_provider http://repo.uum.edu.my/
language English
topic LB Theory and practice of education
PE English
spellingShingle LB Theory and practice of education
PE English
Dzakiria, Hisham
Mohamed, Abdul Halim
Hisham, Badrul
Malek, Zahril Anwar
Said, Shahrul Niza
‘It is empowering…’ Teachers’ voices on action research using Flanders' Interactional Analysis Categories (FIAC) for peer observation to improve teaching and learning of English language
description Observing teachers especially experienced teachers can be a difficult task. Nevertheless, observation is an effective means to evaluate the effectiveness of teaching and learning practice of any course or programme. Peer observation is one of the effective ways with relative ease. This paper discusses the findings of a study that involves three ESL (English as a Second Language) teachers at Changlon Secondary School in Kedah Malaysia. This study incorporates the use of Flanders' Interactional Analysis Category (FIAC) for Teacher Support Team (TST) programme between Universiti Utara Malaysia(UUM) and the school. The paper begins first by explaining the involvement of the teachers and their feelings about peer observation. This paper then highlights teachers’ feelings and perceptions towards FIAC as an alternative tool to observe and improve teaching effectiveness and how its use create an awareness of the kind of teaching that takes place in their classrooms. The dogma of learner-centred versus teacher-centred teaching was evidently discussed. The paper concludes by providing ways to make the classrooms more learner-centred as opposed to the current practice of the teachers which are more teacher-centred.
format Book Section
author Dzakiria, Hisham
Mohamed, Abdul Halim
Hisham, Badrul
Malek, Zahril Anwar
Said, Shahrul Niza
author_facet Dzakiria, Hisham
Mohamed, Abdul Halim
Hisham, Badrul
Malek, Zahril Anwar
Said, Shahrul Niza
author_sort Dzakiria, Hisham
title ‘It is empowering…’ Teachers’ voices on action research using Flanders' Interactional Analysis Categories (FIAC) for peer observation to improve teaching and learning of English language
title_short ‘It is empowering…’ Teachers’ voices on action research using Flanders' Interactional Analysis Categories (FIAC) for peer observation to improve teaching and learning of English language
title_full ‘It is empowering…’ Teachers’ voices on action research using Flanders' Interactional Analysis Categories (FIAC) for peer observation to improve teaching and learning of English language
title_fullStr ‘It is empowering…’ Teachers’ voices on action research using Flanders' Interactional Analysis Categories (FIAC) for peer observation to improve teaching and learning of English language
title_full_unstemmed ‘It is empowering…’ Teachers’ voices on action research using Flanders' Interactional Analysis Categories (FIAC) for peer observation to improve teaching and learning of English language
title_sort ‘it is empowering…’ teachers’ voices on action research using flanders' interactional analysis categories (fiac) for peer observation to improve teaching and learning of english language
publisher Faculty of Communication and Modern Languages, Universiti Utara Malaysia
publishDate 2007
url http://repo.uum.edu.my/3249/1/H1.pdf
http://repo.uum.edu.my/3249/
http://staf.uum.edu.my/tleia2/
_version_ 1644278451427868672
score 13.211869

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