REFLECTIVE TEACHING THROUGH PEER OBSERVATION: A CASE STUDY OF THE GREENFIELD PRACTICE

Abstract

Reflective teaching enhances instructional effectiveness by encouraging teachers to review their
classroom practices and adjust methods to meet learners’ needs. Peer observation supports this process
by enabling teachers to observe lessons, exchange feedback, and learn from one another. At Greenfield
School, peer observation occurs twice a month using a shared form focusing on lesson planning, teaching methods, and the classroom environment. Findings indicate that teachers gain clearer insights into
their practice, become more open to new strategies, and strengthen professional collaboration. Despite
challenges related to time and initial anxiety, the Greenfield model shows that peer observation can be
integrated into daily professional routines, contributing to meaningful teacher development.