Abstract
Peer observation is often an unpopular form of professional development amongst faculty. Some of the reasons for this attitude are practical and logistical difficulties in organisation, possible threat to professionalism and uncertainty of aims and processes. However, peer observation with a specific focus on learning can be an essential form of professional development amongst faculty in a higher education institution. This paper describes a peer observation programme which took place at an English language medium university in the Gulf. Results suggest that teachers found peer observations provided learning opportunities and affective benefits and impacted positively on teaching.
Highlights
Peer observation has long been regarded as an integral part of pre-service teacher education programmes and structured certified teacher education courses
The third theme answers the question of how peer observation encouraged critical reflection
Several issues emerge from the literature, which are relevant to this study
Summary
Peer observation has long been regarded as an integral part of pre-service teacher education programmes and structured certified teacher education courses. There is little in the professional literature on successful peer observation experiences with experienced teachers in higher education. This may be due to the logistical problems in organising such a programme, or the fact that the purpose is not always clear (Richards, 1998). The result is that peer observation has gained negative connotations, and teachers who have experienced such contexts may not see the learning value of peer observation. Teachers are more likely to ‘do’ their peer observation to fulfill criteria for appraisal or contract renewal without learning from the experience. If the emphasis is on observing, the responsibility lies with the observer to learn from the teaching
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