Investigating the Perceptions of Saudi EFL Supervisors and Teachers towards the Effect of Post-Observation Conferences on Teachers’ Professional Development through Assessing Teachers’ Reflection

Abstract

This study investigated the effect of the post-observation conferences conducted by supervisors on teachers’ professional growth through assessing teachers’ reflection as an important type of thought. The sample consisted of 30 Saudi EFL (English Foreign Language) female participants divided into 10 supervisors and 20 teachers. Structured interviews were used to investigate the participants’ perceptions towards those supervisory meetings. The data analysis asserted that the participants stated that the post-observation meetings contribute to teacher professional development through practicing the reflective teaching, but in the way they understand the term ‘reflection’. This misunderstanding by some is due to the fact that they were not familiar with the proper meaning of reflection. Consequently, the teachers cannot reflect appropriately and critically upon their practices.