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Peer observation is often an unpopular form of professional development amongst faculty. Some of the reasons for this attitude are practical and logistical difficulties in organisation, possible threat to professionalism and uncertainty of aims and processes. However, peer observation with a specific focus on learning can be an essential form of professional development amongst faculty in a higher education institution. This paper describes a peer observation programme which took place at an English language medium university in the Gulf. Results suggest that teachers found peer observations provided learning opportunities and affective benefits and impacted positively on teaching.
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