Teachers’ perceptions of Reciprocal Peer Observation

In the last decade, there has been a growing interest in peer observation as a mechanism for teachers' professional development. This study examines teachers' perceptions of reciprocal peer observation (RPO) using a collaborative model for professional development purposes. After an RPO process, a survey was administered to 224 teachers from 15 schools. Results showed that most of the teachers had a positive perception of RPO, as it had helped them to reflect on their own teaching practices and those of their peers. The analysis of differences in perceptions when teachers performed the observer or observee roles offers evidence of how the RPO is an excellent opportunity for professional development when teachers perform both roles. Results also underline the importance of writing reports during RPO to identify teaching improvement goals. Furthermore, after the RPO, teachers indicated reduced resistance to peer observation, showing that a reciprocal, collaborative model can defeat the negative emotions that often emerge in peer observation. Practical recommendations for RPO practices are suggested.