This article is an account of my search for professional identity as a new university lecturer through the use of the peer observation of teaching (POT) techniques. Through a synthesis of selected theoretical literature, associated critical reflection, and my own experiences of professional development through POT, the paper presents a conceptual framework for POT that accommodates both technical development, critical know-how in the classroom, and personal growth and change. The paper argues that an instrumental interpretation of POT is not sufficient to enhance teacher performance in the classroom. Rather, learning about teaching, and heightening a sense of professionalism stems from a continuous process of transforming personal meaning. This demands an active engagement with pedagogical theory, purposeful critical reflection on classroom practice, and a challenging of assumptions through shared critical reflection.