Continuous Professional Development of Secondary School Teachers through Peer Observation: Implications for Policy & Practice

Abstract

This qualitative action research study aimed to examine teachers’ perceptions about peer observation as an instrument for their Continuous Professional Development (CPD). For this purpose, the experiences of 12 purposefully selected secondary school teachers were captured through peer observation tool followed by focus group interviews to answers two research questions i.e. do teachers perceive peer observation as an effective instrument for their continuous professional development; and what are the merits and demerits in seeking sound professional development through peer observations? The conclusion reveals that peer observation was viewed by teachers as a valuable tool for their professional growth. Teachers reported that peer observation allowed them less anxiety, hesitation and pressure during teaching making the process more reliable and authentic. However, participants also reported time factor and less experience in observation on the part of teachers as obstacles to peer observation. The study includes some suggested recommendations for a more improved peer observation program.