34 | COSERE 1.4. Critical friend and the critical friend institution Observing the lesson is the most common method for analysing the progress of the educational process in schools. The observation can be conducted by the principal, an external monitor, or other teachers/colleagues. It is crucial for the teacher being observed to know the objectives of the observation and the evaluation criteria in advance. While maintaining validity during lesson observation can be challenging, its use for final assessment is not considered appropriate. To ensure a comprehensive examination of the teacher’s activity, it is recommended that at least two people observe the lesson and compare the results with other data, such as student surveys. Numerous studies (Alkhawaldeh, 2018; Kazemi, 2021; Porter Peters-Burton, 2021) affirm that the most practical and result-oriented professional development for teachers occurs at the school base through alternative methods. This form of professional development is highly adaptable to the specific needs of the teacher and aligns with the learning goals and tasks of the students. In contrast to traditional forms of professional development that involve standardised activities from external sources, this approach allows teachers to grow professionally by engaging in observation, analysis, reflection, peer feedback, trying out new approaches in the local context, and collaborating with colleagues (Goddard, Goddard, Tschannen-Moran, 2007). Research conducted in many countries supports the idea that the closer professional development activities are linked to the teacher’s direct practice, the more effective they become. School-based professional development is closely connected to practice, enabling teachers to immediately apply newly acquired experiences in the classroom. Continuous support from colleagues during this process enhances their confidence (Svendsen, 2016), contributing to ongoing teacher professional development. Gibbs’ reflection model (Gibbs, 1988) underscores the importance of reflection and feedback in the individual’s professional development process. Teachers receive feedback through professional cooperation, gaining new experiences through social interaction, and sharing opinions and ideas. We should view cooperation as an essential and consequential principle in the professional development of teachers at the school level. For school-based professional development to be effective, teachers and the school must be familiar with alternative forms of professional cooperation among teachers, enabling them to create a unique system tailored to the school’s profile.
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