Fostering professional development through peer observation of teaching – from reflective approach to effective teachingx

TRƯỜNG ĐẠI HỌC SƯ PHẠM TP HỒ CHÍ MINH 
TẠP CHÍ KHOA HỌC 
HO CHI MINH CITY UNIVERSITY OF EDUCATION
JOURNAL OF SCIENCE
ISSN: 
1859-3100 
KHOA HỌC GIÁO DỤC 
Tập 16, Số 8 (2019): 253-263 
EDUCATION SCIENCE
Vol. 16, No. 8 (2019): 253-263
 Email: tapchikhoahoc@hcmue.edu.vn; Website:  
253 
Research Article 
FOSTERING PROFESSIONAL DEVELOPMENT THROUGH PEER 
OBSERVATION OF TEACHING 
– FROM REFLECTIVE APPROACH TO EFFECTIVE TEACHINGx 
Cao Hong Phat 
Ho Chi Minh City University of Education 
Corresponding author: Cao Hong Phat – Email: phatch@hcmue.edu.vn 
Received: March 21, 2019; Revised: May 13, 2019; Accepted: July 08, 2019 
ABSTRACT 
The study outlined the supportive values of reflective practice within peer observation of 
teaching using multiple data sources over a 15-week course-Teaching Practice. Teacher trainees 
reported that the experience of observing and being observed provided them with better reflections 
on their teaching and even theories of teaching. Additionally, the experience of observing and 
being observed enabled teacher trainees to improve and enhance their pedagogical competences 
and knowledge in continuing development. 
Keywords: professional dvelopment, peer observation, reflective approach, effective 
teaching. 
1. Introduction & Theoretical Framework 
Classroom observation is traditionally regarded as a means of evaluating teachers’ 
classroom performances rather than supporting teachers in their career paths and therefore 
as something beyond the practical aim of pedagogical practices. Mercer (2006, p. 266) 
pointed out that classroom observation is perceived to be subjective, judgmental and 
threatening and thus become a primary source of discomfort and anxiety for teachers. Due 
to this evaluative nature of classroom observation, many teachers shared their strong 
reservations or even oppositions towards classroom observation in most educational 
settings. 
However, “teaching, by definition, is an activity that is observed” (McMahot, Barrett 
& O’Neill, 2007, p. 499). It is pointed out that classroom is a location in which many 
different learning and teaching activities are carried out (Farrell, 2011, p. 265) and hence 
classroom observation is believed to provide teachers with insightful information in order 
Cite this article as: Cao Hong Phat (2019). Fostering professional development through peer observation of 
teaching – From reflective approach to effective teaching. Ho Chi Minh City University of Education Journal 
of Science, 16(8), 253-263. 
Tạp chí Khoa học Trường ĐHSP TPHCM Tập 16, Số 8 (2019): 253-263 
254 
to enhance and strengthen their teaching abilities (Hinchey, 2010, p. 6). In this sense, 
classroom observation is generally moving towards a developmental nature of supporting 
teachers in their professional development journey and this supportive dimension of 
observation, to certain extent, alleviates teachers’ unwillingness towards the use of 
observation in their teaching practices. 
Having recognized that non-judgmental element is critically significant to developing 
professionalism in observational teaching and learning, Gosling (2002) proposed a peer 
observation of teaching (POT) model in which teachers can mutually observe and learn 
from each other’s teaching. Regarding POT, it is indicated that POT promotes professional 
development (Bell & Mladenovic, 2008, p. 735), enhances the collegial relationships 
between teaching staff (Chester, 2012, p. 94) and, more importantly, provides a space for 
reflective teaching (Farrell, 2011, p. 265). Indeed, reflective teaching through POT has 
been long advocated and confirmed as an essential component to reinforce teaching and 
learning and foster dissemination of best teaching practices (Carroll & O’ Loughlin, 2014, 
p. 446). On that basis, this paper aims at exploring the supportive values of reflective 
practice within peer observation in transforming teaching through the experience of both 
observing and being observed. 
1.1. Peer observation of teaching 
Peer observation is growingly becoming a common practice in educational settings. 
Bell & Mladenovic (2015) defined peer observation as a collaborative activity between two 
or more teachers who engage in mutual observation of teaching, provide constructive 
feedback and ultimately reflect on teaching practices based on both the observation 
experience and the given feedback (p. 25). 
From such developmental nature of the definition of POT, many studies have 
justified peer observation as a tool for improving teaching abilities. More specifically, 
novice teachers are offered the opportunity to acknowledge how experienced teachers 
approach their lessons (Richards & Farrell, 2005, p. 86). To confirm, Hendry and Oliver 
(2012) mentioned that learning from observation of colleagues’ class is considered to be as 
beneficial as feedback on teaching (p. 1). More specifically, teachers can realize how their 
colleagues use the teaching methods, how they interact with students, how they deal with 
problems arising from their lesson on a daily basis and, to certain extent, can discover 
effective teaching strategies that the observer has never used in class before. This is 
conformity with Richards & Farrell’s (2011) comment that “what we see when we observe 
teachers and learners in action is not a mechanical application of methods and techniques, 
but rather a reflection of how teachers have interpreted these things” (p. 92). 
Furthermore, peer observation encompasses a social benefit (Zwart et al., 2007); in 
other words, teachers have the opportunity to network with each other by sharing their 
Tạp chí Khoa học Trường ĐHSP TPHCM Cao Hong Phat 
255 
perspectives and concerns towards teaching. Chester’s (2012, p. 94) study pointed out peer 
partnership programmes strengthen collegial relationships between teachers within 
institutions. Likewise, Bell & Cooper ( ... er in their lives. However, it 
is interesting to find out that only 62.3% pre-service teacher trainees agreed to continue 
using POT after graduation. It is quite evident that POT can be of great significance to 
enhance teacher’s proficiency after their graduation and foster the habit of life-long 
learning in pre-service teachers. 
Data from the first interviewee showed that he mentioned that “feedbacks” from 
other teacher fellows can be a great source of enhancing professional trajectory in the long-
term. The second interviewee pointed out that a good collegial relationship can be a good 
starting point for career advancement since she believed that personal development should 
be developed and strengthened without the support of colleagues within the same working 
environment. The third and the fourth interviewees admitted that POT are sometimes 
“tedious and boring” and reported that although it was mentioned right at the beginning of 
the course that POT process is “constructive rather than evaluative”, the elements of 
“anxiety and pretentiousness” still existed. As far as the fifth interviewee is concerned, it is 
highly recognized that enhancement in professionalism was indicated via confident 
teaching, excellent interactions with students and better awareness of limiting the use of 
mother tongue in the classroom. However, it is necessary to set a limited number of times 
for POT within a month or a semester rather than develop POT as a teaching routine. 
Tạp chí Khoa học Trường ĐHSP TPHCM Cao Hong Phat 
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4. Discussion 
The procedure of reflecting on the experience of peer observation yields insights into 
how teachers can enhance their teaching abilities. Hence, it is implied that the model of 
using reflective teaching within peer observation (figure 2) can be integrated into the 
professional development programmes for teachers. However, a number of potential issues 
need discussing. 
Firstly, it is indicated that one-off peer observation is not sufficient to support 
improvement in teaching (Byrne, et al., 2010, p. 216) and this poses a question regarding 
the frequency level of POT for teachers. Since Hiver (2014, p. 214) maintained that 
“teaching is an occupation fraught with uncertainties and potential stress”, my 
recommendation is that POT should justify itself as an effective means for teaching 
development so that teachers will become more willing to welcome it in their classroom 
rather than setting a standard amount of POT for teachers. To enable this, POT should be 
reciprocal so that teachers not only have the opportunities to gain mutual support from 
each other’s teaching ideas but also to promote mutual trust between teachers (Hendry & 
Oliver, 2012, p. 8). Furthermore, the principles for “observation etiquette” (Richards & 
Farrell, 2011, pp. 98-99) in Table 2. should be established between the involved teachers. 
Table 2. Principles for “observation etiquette” (Richards & Farrell, 2011, p. 98-99) 
1. Deciding when to visit. 
2. Choosing the best vantage point. 
3. Adopting the best “bedside” manner. 
4. Taking notes. 
5. Giving oral and written feedback 
Secondly, as previously mentioned, feedback belongs to one of the “observation 
etiquette” principles. In fact, feedback, by definition, is highly sensitive (Le & Vasquez, 
2011, p. 453); yet, essential for learning and improvement (Thurlings, et al., 2012, p. 193). 
Thurlings, et al. (2012) also emphasized that “the effectiveness of feedback depends on 
patterns or chains of interaction between providers and receivers” (p. 206). Thus, it is 
highly recommended that training on providing feedback should be provided for teachers 
involve in the observational learning process. Moreover, feedback should be constructive, 
developmental and non-judgmental (Bell and Mladenovic, 2008, p. 735) and should focus 
on specified areas (Rees, Davies & Eastwood, 2015, p. 269). 
What’s more, Richards & Farrell (2011, p. 92) indicated that the observation should 
have a focus entailing one or two aspects of the lesson. Hence, the focus of peer 
observation should be clearly drawn out right from the start and should center on one 
particular aspect of the selected or observed lesson. 
Tạp chí Khoa học Trường ĐHSP TPHCM Tập 16, Số 8 (2019): 253-263 
260 
Ultimately, it is highly recommended that feedback provision in the post-observation 
discussion should be carried out in a way that guides teachers towards the process of 
reflection on teaching as McCormack and Kennelly (2011) pointed out that ‘reflective 
conversations seem to have disappeared from the everyday practice of our colleagues” (p. 
515). In such discussion, the responsibility of evaluating in the teaching process will be 
passed to the observed and the feedback session will be turned into a causal dialogue 
between teachers rather than an evaluative discussion. This, to a certain degree, can 
achieve dual objectives of fostering both reflective teaching and collegial relationships 
between teachers. Consequently, POT will be welcomed by teachers. 
5. Conclusion 
Overall, I believe that even when we use the term “student-centered” to characterize 
any teaching methods we support, the heart of success in language instructions lies in the 
role of a teacher, not anyone else. Indeed, no matter how excellent the teaching conditions 
might be or how sound a teaching technique might be, the objectives of a lesson cannot be 
achieved without a competent teacher. In this sense, more attention should be paid to 
teachers’ expertise. Farrell (2013) emphasized that “teacher expertise is not the direct 
result of teacher experience; rather it involves teachers taking a critically reflective 
approach to their work” (pp. 4-5). In this sense, reflective teaching plays a pivotal role in 
teachers’ learning and development. Vehicles that can encourage and promote reflective 
practice in teaching are critically essential and peer observation process can form a 
significant part of such developments. 
Thus far, the procedures of how to integrate reflective teaching into POT have been 
discussed in relation to my experience of observing and being observed. Within the scope 
of this paper, it hopes to provide readers with an argument that reflective teaching within 
POT is of significant pedagogical value since it not only offers a chance to reflect on the 
teaching process, but also enables the process of making changes and improvement to 
future teaching practices. However, like other means of professional development, POT is 
not without limitations. Studies have expressed concerns towards peer observation, namely 
being evaluative, damaging teacher’s confidence, lacking of confidentiality and, to certain 
extent, leading to personal vulnerability (Hammersley-Fletcher & Orsmond, 2005, p. 222). 
Thus, to conduct an effective implementation, issues regarding planning, sequencing, and 
giving feedback should be carefully considered. 
 Conflict of Interest: Author have no conflict of interest to declare. 
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PHÁT TRIỂN KĨ NĂNG SƯ PHẠM THÔNG QUA VIỆC DỰ GIỜ 
– TỪ NHÌN NHẬN LẠI QUÁ TRÌNH GIẢNG DẠY ĐẾN VIỆC GIẢNG DẠY HIỆU QUẢ 
Cao Hồng Phát 
Trường Đại học Sư phạm Thành phố Hồ Chí Minh 
Tác giả liên hệ: Cao Hồng Phát – Email: phatch@hcmue.edu.vn 
Ngày nhận bài: 21-3-2019; ngày nhận bài sửa: 13-5-2019; ngày duyệt đăng: 08-7-2019 
TÓM TẮT 
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