Exploring the Role of Peer Observation in Teacher’s Professional Development in the Kingdom of Bahrain

Abstract

The need for teachers’ continuous professional development in Bahraini state schools is crucial due to its connection with teacher promotion. The research aim relates to the role of peer observation in teacher’s professional development in the Kingdom of Bahrain. Therefore, the methodology of this study is a qualitative approach. The data is collected from three sources: relevant documents from the Basic Education Department in the Bahraini Ministry of Education and from the state school which is the specific context of the study; thirteen face to face interviews; and the research diary. The interviews were conducted to expose any difficulties and obstacles which may limit the effective implementation of peer observation and to gather suggestions that could help in improving this aspect of continuous professional development. The main challenge that faces the implementation of peer observation in Bahraini state schools is the lack of training programmes for academic and administrative staff in peer observation and feedback skills. While teachers are in need of training in observation skills and how to give and receive feedback, administration staff require training in terms of altering their attitudes and mentality towards peer observation. Moreover, there is a need to distinguish between evaluative observation, to check teachers’ performance, and developmental observation, essentially a way of enhancing and developing the teachers’ careers.