Observation and Feedback during Student Teaching: Learning from Peers

Abstract

Abstract This exploratory study investigated the perceptions of preservice teachers regarding peer observation and feedback during student teaching. Student teaching pairs traveled to each others' placement where they observed each other teaching a lesson and gave written feedback. The quantitative data collected demonstrated that students had positive perceptions of the helpfulness of peer observation and feedback in improving their teaching and the comfort level they experienced being observed and being the observer. Furthermore, qualitative data suggests that most students felt that the content and quality of the feedback they received from peers improved their own teaching and the experience of evaluating a peer was valuable as well.