Peer observation: a reflective model

The purpose of this paper is to examine attitudes to peer observation, and to put the case for a more reflective approach. Peer observation is frequently carried out for purposes of appraisal or judgement of the observed, and this can be detrimental both to teacher confidence, and to a supportive teaching environment. Furthermore, this approach seems to have little value for active teacher development, since the focus is on being developed, rather than on self-awareness and self-development. Peer observation, therefore, should not be a vehicle for the evaluation of others on the basis of our assumptions, but a reassessment of those assumptions on the basis of their teaching. To this end, I propose two active self-development models of peer observation, with suggestions for their possible implementation.