ERIC Number: EJ1453037
Record Type: Journal
Publication Date: 2024
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2331-186X
Peer Feedback for Teaching Professional Development: Conditions for It to Take Effect
Cogent Education, v11 n1 Article 2391577 2024
Research on peer feedback has proven that it enhances learning by fostering student agency and providing a deeper understanding of assessment criteria and greater capacity for self-reflection, which become key strategies for self-regulated learning. However, peer feedback does not seem to have been systematically involved in teacher training processes, especially in ongoing training. The previous literature on this topic reports both the scarcity of practices and the difficulties in their implementation. The absence of institutional support, the lack of training (which affects the quality of feedback) or the existence of non-peer relationships nor collaborative processes are some of the problems highlighted. The results show that peer feedback practices have benefits for the improvement of teachers' competencies but that these practices must be developed in teacher collaboration settings, within safe environments. As a conclusion, a decalogue of proposals is drawn up for the design of peer feedback experiences in ongoing training processes and teacher professional development.
Descriptors: Faculty Development, Feedback (Response), Peer Evaluation, Program Effectiveness, Teacher Competencies, Teacher Collaboration, Teacher Education, Reflection
Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A