Feedback within peer observation: continuing professional development and unexpected consequences

Abstract

This article explores, via a case study of sustained developmental peer observation practice within the UK higher education sector, the hypothesis that feedback can play a role in facilitating continuing professional development (CPD). Despite the potentially evaluative and threatening nature of feedback, an unanticipated issue emerges – professional relationships can be strengthened, leading to the development of enhanced mutual trust and respect. The article highlights lessons for practice and ideas for further research.

Keywords:

• peer observation
• feedback
• respect
• continuing professional development
• reflection
• trust

Acknowledgements

The author wishes to thank the two reviewers, Stephen Perkins and Charlotte Hobson, for their help in writing this article.