Peer Observation as a Professional Development Tool for Higher Education in Bhutan: A Case Study at RTC

Abstract

Peer observation and peer feedback are tools used by educators in their professional development. Using an instrumental case study, this study examined the effectiveness of peer observation and feedback in enhancing student-centred teaching-learning practices in Bhutan. It is important for educators to know what works to maintain students’ interest in the class and what works best for a specific group of pupils. This requires constantly challenging one’s own assumptions about teaching and learning, educating oneself on more tried and tested pedagogical theories, and critical reflection on classroom practices. Peer observation and constant peer feedback are a few tools to achieve these. In this study, six tutors at Royal Thimphu College who were participants in a peer observation programme shared their experiences of participating in the exercise through a focus group discussion. This study found that unlike the potentially evaluative nature of feedback from programme leaders and management, peer observation is more effective and favoured by the teachers because of its non-evaluative nature. The observed and the observers seemed to equally benefit from learning and adapting new teaching strategies acquired as a result of the peer observation. Receiving feedback and attending the classes of peers were perceived to be beneficial by all the participants. The study, therefore, suggests and encourages teachers to consider using peer observation and peer feedback as tools for professional development.