Abstract
This qualitative action research study aimed to examine teachers‟ perceptions about peer
observation as an instrument for their Continuous Professional Development (CPD). For this
purpose, the experiences of 12 purposefully selected secondary school teachers were
captured through peer observation tool followed by focus group interviews to answers two
research questions i.e. do teachers perceive peer observation as an effective instrument for
their continuous professional development; and what are the merits and demerits in seeking
sound professional development through peer observations? The conclusion reveals that peer
observation was viewed by teachers as a valuable tool for their professional growth.
Teachers reported that peer observation allowed them less anxiety, hesitation and pressure
during teaching making the process more reliable and authentic. However, participants also
reported time factor and less experience in observation on the part of teachers as obstacles to
peer observation. The study includes some suggested recommendations for a more improved
peer observation program.
Jan Alam, Syed Muhammad Aamir, Dr. Saqib Shahzad. (2020) Continuous Professional Development of Secondary School Teachers through Peer Observation: Implications for Policy & Practice, Research Journal of Social Sciences & Economics Review , Volume-01, Issue-1.
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