Percepciones docentes sobre observación entre iguales: resistencias, agencia, procedimiento y objetivos de mejora

This study gathers teachers' perceptions in a peer observation practice as a mechanism for professional development. Based on a collaborative and mutual observation, 131 teachers agree on observation foci and observe each other in a class session, offering feedback to set personal goals for improvement. The results from a pretest-postest indicate a decrease in resistance and an increase in some dimensions of the teaching agency. Descriptive analyses show positive participant perceptions, particularly in the collaborative stages. Although not all of them set goals for improvement, it has been possible to trace how they emerge and are refined during the process.