Exploring peer observation, reflective practice and tacit knowledge
The British University in Dubai (BUiD)
This research project investigated and compared two different approaches to peer observation, the first highlighting the role of the observee as learner and the second the observer as learner. It then considered whether the latter would prove to be more beneficial with regards to reflective practice and professional development. Six teachers in a UAE college of Higher Education were interviewed prior to and after the observations in which they took part to ascertain their feelings and attitude to peer observation and whether the experience influenced their perception of the process. The study found that the teachers’ approach did not differ for the first and second observations, namely they focused on what they could gain from both observations. However, it found that a number of factors are crucial to the success of a peer observation process in terms of reflective practice and professional development, specifically the relationship between the two teachers involved, their own attitude to peer observation as means of reflective practice and professional development and a clear focus for observing when embarking on such a scheme.
DISSERTATION WITH DISTINCTION
peer observation, reflective practice, tacit knowledge, professional development