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This reflection on research describes how I have been working with trainee teachers to take an egalitarian approach to peer observation. This has involved a shift from them observing, reflecting on practice, and giving each other feedback, to adopting a diffractive analysis of the observations and having pedagogic conversations. Emerging findings indicate that through talking about their teaching and asking each other questions about the differences in their practice, participants have developed greater confidence both in their teaching and their ability to articulate pedagogic choices.

Diffracting peer observation: talking about differences, not looking for perfection