Peer observation and feedback sessions in a professional development programme

Abstract

The purpose of this paper is to look at some trainees＇ experiences of feedback sessions in Cambridge Certificate in English Language Teaching to Adults (CELTA), a professional development programme, from a participant＇s viewpoint. Teaching practice and feedback sessions were significant components as the course focused on practical rather than theoretical aspect of teaching. However, the trainees in the examined programme were not informed of the purpose or method of feedback sessions, which may have been crucial for them to be useful in any way. In addition, the tutors＇ ability to provide and to facilitate may be crucial for efficient and effective sessions. Through interviews with five trainees, some consequences of this line of inquiry is examined. The paper concludes with implications for how the trainees would be able to gain more out of feedback sessions efficiently and effectively.