Peer Observation of Teaching: Pre-Service Teachers' Perspectives for Better Performance

Microteaching course is designed to accommodate teaching practice in response to the fact that pre-service teachers need supervision to overcome their anxiety when facing the real teaching situation in addition to handling classroom management and preparation. This study aims to explore the students' perspective and experience towards the non-threatening and meaningful situation in Peer Observation of Teaching (POT), specifically Peer Review model during microteaching performance. The research involved five sixth grade pre-service teachers from English Education study program. Data were collected qualitatively via observations, peer-evaluation papers and self-analysis reports. All transcripts and written samples were inductively analyzed. Findings indicate how well the pre-service teachers undergo the learning process in improving the quality of teaching skill in accordance to the good and bad situation they found during the teaching simulation as the teacher, observer, and student. Accordingly, this study implies that the role of peer in this practice is highly significant in terms of building confidence as well as supportive and respectful environment to achieve better performance in teaching.