Using Peer Feedback to Motivate and Shape Pre-service Teachers’ Critical Reflection (76071)

Session Information: Education Development: Policy & Experiences
Session Chair: Alexandra Vasile

Saturday, 25 November 2023 11:15
Session: Session 1
Room: Room D (Live Stream)
Presentation Type: Live-Stream Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

The presentation reports the results of implementing a peer feedback strategy in an pre-service teacher program. We examine the awareness and perspectives of 38 pre-service teachers on providing and receiving feedback from their peers on their project ideas, particularly their motivation and readiness to assimilate feedback. Data includes initial and final project ideas, answers to reflective questions, and the peer feedback each participant received. Data was analyzed using an inductive/deductive hybrid thematic analysis, which Fereday and Muir-Cochrane (2006) demonstrated to be of great rigor through its mutual reinforcement. We designed a template based on the research question and the theoretical framework, and we then coded data and identified the themes in an iterative and reflexive process, and finally, we numerically summarized data by counting the number of observations in each dimension impacted by peer feedback. The study finds that teacher candidates show increased awareness of peer feedback's impact on their final project ideas and positive shifts in perspectives regarding their ability to implement project-based learning in their future classrooms. Studies show that peer feedback in teacher education is beneficial. However, teacher candidates often lack opportunities to learn from each other and perfect the way they provide and perceive feedback. This need is especially critical and relevant when learning about and implementing civic education practices, which is the focus of the study. The study findings discussed in this study fill a gap in current research, by exploring how guided reflection that pre-service teachers to approach their learning and ideas critically.

Authors:
Alexandra Vasile, University of Arkansas, United States
Alexandra Anton, Abo Akademi University, Finland


About the Presenter(s)
Dr Alexandra Vasile is a University Assistant Professor/Lecturer at University of Arkansas in United States

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00