Title Pending 1469

This is an accepted article with a DOI pre-assigned that is not yet published.This qualitative research studied the impact of using collaborative feedback following tutor observation to improve teacher reflection and practice. An action research intervention was implemented to identify and change current practices within the organisation regarding the way observation feedback was being utilised.  Data was collected to obtain the experiences of staff working at the organisation. A collaboration on post-observation development points was utilised to assess the impact of how tutors will develop their pedagogies.  The study was comprised of 7 participants working at an independent training provider in further education across England. Common themes were identified and explored, and the findings and literature highlight a sense of anxiety around observations for teaching learning and assessment.  The element of collaborative feedback added, proved to provide participants with opportunities to reflect and participants agreed that they were better equipped to develop their teaching practices through the feedback given.