TEACHERS’ PERCEPTIONS AND EXPERIENCES OF PEER OBSERVATION AND ITS INFLUENCE ON THEIR PROFESSIONAL DEVELOPMENT IN NAZARBAYEV INTELLECTUAL SCHOOL, SOUTH KAZAKHSTAN

Abstract

This qualitative study explores the perceptions and experiences of peer observation among the school teachers of NIS in southern Kazakhstan. The study aimed at exploring teachers’ perceptions and experiences in peer observation, and the effects of this process on their professional growth. Semi-structured interviews were conducted as a primary data collection method and overall, six teachers were interviewed. The findings reveal that teachers generally view peer observation positively and find it beneficial for their professional development. They report that peer observation provides opportunities for self-reflection, collaboration, and learning from colleagues.