A reciprocal peer observation experience at the professional development unit of a private university: The case of four in-service efl teachers

The present study aimed to investigate (a) to what extent do instructors who observe their peers give feedback on different aspects of teaching including engaging learner, learning, lesson structure, techniques, resources and materials during the POT process, and (b) how instructors and the head of Professional Development Unit evaluate this process in terms of its contribution to their teaching practices. Moreover, as a piloting study for a large-scale POT application in the current institution, possible problems and suggestions were collected, as well. The data were gathered through peer-observation forms, post observation discussions, reflective journals, and interviews conducted with instructors and Professional Development Unit head at the end of the process, and were analysed through content-analysis. The results revealed that instructors mainly focused on the themes of teaching techniques, lesson structure, and engaging learners, rather than learning, and resources and material aspects of teaching. The triangulated data displayed that reciprocal POT offered significant benefits for the professional development of instructors regarding different themes when they had different roles, namely, observee and observer. The study offers important implications for the future planning and implementation of POT process both in this institution and in similar higher education contexts considering the perspectives and suggestions of those involved in this process. Keywords: Peer Observation Experience, Reciprocal Peer Observation, Professional Development Tool, Higher Education