Arab World English Journal (AWEJ) Vol. 7 No.1 March 2016                                                  Pp.341- 357

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Teachers’ Perceptions of Self-observation As An Appraisal Tool 


 Samira Boukadi Haj Sassi
English Faculty
CERT/ Higher Colleges of Technology
Abu Dhabi, UAE


This study explores teachers’ beliefs about self-observation on practice as one alternative for the appraisal process. In this study, teachers were interviewed about how they viewed self-observation and how well it served them in developing their teaching on the one hand, and enhancing reflective practice on the other one. The findings in this paper are based on a qualitative research that employed an interpretivist /constructivist theory, in which qualitative data was gathered primarily through interviews with a view to clarifying teachers’ perceptions and understanding the beliefs and practices behind them. The study attempted to answer mainly the following question. “What do teachers understand by self-observation and how do they perceive its role in professional development?” The findings of the study revolve around two main themes; the benefits and the drawbacks of self-observation theory. While, the first one describes self- observation as an opportunity for reflection, awareness and professional growth, the second view claims that such practices depend on personality and attitudes, and is limited by various constraints.
Key words: appraisal, Arabian Gulf, performance enhancement, professional development, reflective practice, self-observation

Cite as: Boukadi, S. H.(2017). Teachers’ Perceptions of Self-observation As An Appraisal Tool. Arab World English Journal, 8 (1).


Dr. Samira Boukadi Haj Sassi is a graduate of the University of Tunisia, Aston University in
the UK, USQ in Australia and Exeter University where she obtained a doctorate degree in
TESOL. She is currently working at the Higher Colleges of Technology, Abu Dhabi. Her
research interests include language policy, classroom instruction, professional development,
blended learning, mobile learning and Information Communication Technology