Abstract
Peer supervision developed as a structured system for observing and conferring with teachers can be an important and useful tool for new teachers' professional development. This paper, written in the form of a journal, uses narrative to trace a novice teacher's personal and professional growth as she reflects on her experience of being observed and supervised by more experienced peers. The integration of "context-based", "people-based" and "process-based" factors in her experience serves to illustrate some of the basic principles of structured and successful peer supervision.
| Keywords: | Peer Supervision; Teacher Development |
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