Peer feedback and its impact on professional teaching development

DOI: https://doi.org/10.5209/rced.70173
Keywords: peer observation, feedback, career development, teaching profession, learning

Abstract

This article presents the results of research into the implementation of a Peer Observation and Feedback Programme (POFEI) in which 920 teachers from 47 schools in the Balearic Islands participate. The pioneering experience was supported by the Regional Department of Education and attempted to assess how POFEI contributes to developing professional practice. The work looks specifically at identifying, characterising and assessing feedback between pairs of teachers taking part in the programme through a questionnaire distributed at the end of the experience and a content analysis of the feedback reports from participants is carried out. Highlights from the results include participant satisfaction with the assessment: most stated they felt comfortable and a high percentage would consider repeating the practice in the future. Nonetheless, it was observed that the feedback was overwhelmingly supportive and informative, leading to a reflection that teacher training activities need to be organised to broaden evaluation and feedback strategies. In short, the study shows that peer feedback, in light of the agreements and changes implemented by participating teachers, could become a powerful tool to strengthen professional development and improve teaching practice.

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Author Biography

Begoña de la Iglesia Mayol, Department of Applied Education and Educational Psychology

Profesora contratada doctora del Departamento de Pedagogía Aplicada y Psicología de la Educación (UIB).Miembro del grupo de investigación de educación inclusiva y diversidad (GREID). Su docencia e investigación se centran en el alumnado con dificultades de aprendizaje y en la mejora de la competencia docente.

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Published
2021-04-19
How to Cite
Rosselló Ramon M. R. y de la Iglesia Mayol B. (2021). Peer feedback and its impact on professional teaching development. Revista Complutense de Educación, 32(3), 371-382. https://doi.org/10.5209/rced.70173
Issue
Vol. 32 No. 3 (2021)
Section
Articles

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