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. Based on a reciprocal peer observation intervention, the aims of this study are: 1) to examine teachers' perceptions of reciprocal peer observation; 2) to analyze differences in perceptions as a function of whether teachers were acting as observers or observees; 3) to investigate how writing the post-observation and final reports affects teachers’ perceptions of the observation process; and 4) to determine whether teachers’ initial perceptions of resistance towards peer observation were reduced after the process of reciprocal peer observation. To that end, a survey was administered after the intervention to 224 teachers (137 in primary education and 87 in secondary education) from 15 public schools in Spain. Results showed that most of the teachers had a positive perception of reciprocal peer observation, as it had helped them to reflect on their own practices and those of their peers. The analysis of differences between the roles showed that observers tended to value the identification of areas to improve their practice, and observees tended to view, feedback as an opportunity for teaching improvement. Results show that reciprocal peer observation 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. In addition, after the intervention, teachers indicated reduced resistance to peer observation, showing that a reciprocal, collaborative model can defeat the negative emotions that often emerge in peer observation. Recommendations are suggested for the implementation of this practice in school settings.