COSERE | 37 Diffusion of functions-duties - due to the lack of accountability to the leadership, some of the teachers involved in “Critical Friend” may not perform the functions-duties assigned to them over time. This danger is inherent in a group critical friend, if the proper delegation of functions and monitoring of its implementation has not taken place at the initial stage. At the initial stage, teachers involved in the process find it difficult to fulfill their role as critical friends - in order to overcome this difficulty and, in general, for the success of the process, it is important for teachers to ask themselves questions before joining the “critical friend”: how can we cooperate with each other in such a way as to preserve our individuality and improve each other’s practice? In the process of working in this form of professional development, colleagues should observe the characteristics of feedback. It’s crucial to constantly remember that feedback should be limited to advice, conditioned by care, and delivered in positive words. It is important to describe the fact and not to evaluate it. Mutual class attendance provides teachers with the opportunity to observe each other’s classroom practices and share experiences regarding their own approaches and strategies. During these sessions, the hosting teacher may discuss specific strategies or methods with colleagues, fostering a collaborative learning environment. Additionally, teachers may seek professional advice from mentors or more experienced colleagues. In any case, mutual participation is a valuable professional development activity aimed at enhancing teachers’ practices
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