Peer Observation of Teaching for Learning Development By: Adibah Jamaluddin. Peer observation of teaching is defined as faculty peers observing their teaching colleagues to review the teaching process while identifying the opportunity to learn (Kohut et al., 2007). The observations include both verbal and non-verbal behaviors performed by both lecturer and students in a classroom. While normally used as a tool for performance evaluation, peer observation of teaching can also be used as a medium for learning development. As argued by Bell (2005), if conducted under supportive conditions, the outcome of peer observation of teaching can be an improvement in individual teaching practice, act as a transformation from an educational perspective and a development of collegiality. Individual teaching practice is argued to have improved when observers offer constructive comments during a discussion of the observation session, highlighting what is lacking in their teaching session and provide suggestion on how to further improve their teaching delivery (Bell and Mladenovic, 2008). For example, in teaching a difficult topic or concept, providing a real- life example and elaborating how the concept is applied in a scenario (question) is a value- added knowledge. By acknowledging this as good practice and highlighting this during the feedback session, teaching colleagues, particularly the new ones are able to develop confidence in teaching (Cooper and Bell, 2009). The reason is, the feedback assures that their teaching practice is effective and there is room for improvement (Kohut et al., 2007). Particularly, lecturers are motivated to explore how to improve their teaching skills further. However, searching for ways to improve teaching skills can be daunting as it involves experimenting it in class with the possibility of getting mixed outcomes. Using peer observation of teaching, observers contribute in the process by not only pointing out areas for improvement but offering suggestions on how to make teaching more effective (Bell and Mladenovic, 2008). Good practices, such as good class management, effective student engagement in class through discussion and coordinate lecture session are recommended, allowing teaching colleagues to internalize method suits their personality and may work in class. Concurrently, peer observation of teaching facilitates the process of identifying future training needs while at the same time inculcates a culture of continuous improvement thereby transforming educational perspective (Bell, 2005). Hence, peer observation of teaching has the potential to encourage self-growth among lecturers.