This study examined the perceived influence of peer feedback on pre-service teachers’ (PSTs’) development as teachers. Research has noted the potential benefits of peer feedback, yet little is known about its perceived influence on the development of PSTs in Australian physical education teacher education programmes. Occupational socialisation theory guided the research, which employed a qualitative methodology consisting of an online survey with 52 PSTs, followed by semi-structured interviews with 20 of these participants. Analysis of the PSTs’ reported experiences resulted in the construction of key themes focused on perspective, pedagogy and personal reflection. Findings indicated benefits for PSTs, through both the giving and receiving of peer feedback. The results showed that the peer feedback process was considered important and valued by PSTs. Autonomy and further teaching competence were noted by the participants. From a socialisation standpoint, the peer feedback process should be considered a second apprenticeship of observation that is guided by university espoused pedagogy.
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