Reframing Teacher Development: Peer Assessment and Performance Tasks among English Educators in Arab Intermediate Schools in the Negev

This study explores the role of peer assessment in supporting the professional development of English language teachers in Arab intermediate schools in the Negev. While peer assessment is widely recognized as a formative tool, its application in marginalized communities—particularly among novice educators in under-resourced Bedouin schools—remains underexamined. Drawing on qualitative data from interviews with 20 teachers, this study investigates how peer feedback influences performance task implementation, instructional quality, and teacher identity. The findings highlight both pedagogical benefits—such as enhanced self-reflection, collaboration, and instructional planning—and notable challenges, including emotional discomfort, limited training, and inconsistent evaluation criteria. This paper calls for institutional integration of structured peer assessment within teacher training frameworks, emphasizing its transformative potential in culturally complex and resource-limited educational contexts.