Feedback within peer observation: continuing professional development and unexpected consequences

This article explores, via a case study of sustained developmental peer observation practice within the UK higher education sector, the hypothesis that feedback can play a role in facilitating continuing professional development (CPD). Despite the potentially evaluative and threatening nature of feedback, an unanticipated issue emerges – professional relationships can be strengthened, leading to the development of enhanced mutual trust and respect. The article highlights lessons for practice and ideas for further research