Developmental Approach to Peer Observation

Abstract

This research examines formative and summative models of peer observation of teaching at two universities in Georgia: Akaki Tsereteli State University (ATSU) and the International Black Sea University (IBSU). While peer observation can take various forms, often driven by quality assurance and appraisal, our study focuses on the developmental model that prioritises professional growth through self-reflection and collaborative feedback. Within both institutions, peer observation was implemented through a structured three-step process: a pre-observation meeting, classroom observation, and a post-observation discussion. Observation criteria were developed to address general teaching strategies, and non-judgmental feedback guidelines were carefully formulated to ensure constructive dialogue. As a result, departments introduced a five-stage peer observation model to promote reflective practice and continuous improvement. Analysis of observer and observed teacher reflections demonstrates that developmental peer observation significantly impacts teaching practice by fostering a culture of openness, collaboration, and shared professional learning.