Diffracting peer observation: talking about differences, not looking for perfection

ABSTRACT

This reflection on research describes how I have been working with trainee teachers to take an egalitarian approach to peer observation. This has involved a shift from them observing, reflecting on practice, and giving each other feedback, to adopting a diffractive analysis of the observations and having pedagogic conversations. Emerging findings indicate that through talking about their teaching and asking each other questions about the differences in their practice, participants have developed greater confidence both in their teaching and their ability to articulate pedagogic choices.

KEYWORDS:

• Diffractive practice
• pedagogic conversation
• peer observation

Acknowledgment

This research has been made possible through the ETF-SUNCETT Practitioner-led Research Programme (Education and Training Foundation & University of Sunderland Centre for Excellence in Teacher Training) and the University of Huddersfield.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Francine Warren

Francine Warren is a teacher educator at the University Centre Calderdale College (UK). Her focus in research is on peer observation and diffractive practice as a route to professional agency for teachers.