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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/9122
Title: Investigating Feedback on Practice Among Teachers: Coherence of Observed and Perceived Feedback
Authors: Thurlings, Marieke
Vermeulen, Marjan
Bastiaens, Theo
Stijnen, Sjef
Keywords: feedback
teachers
peer coaching
TFOS
Issue Date: 24-Sep-2012
Publisher: Mentoring And Tutoring
Citation: Thurlings, M., Vermeulen, M., Bastiaens, T., & Stijnen, S. (2012). Investigating Feedback on Practice Among Teachers: Coherence of Observed and Perceived Feedback. Mentoring And Tutoring, 20(4), 473-490.
Abstract: Despite that benefits of feedback in student learning are reported in much research, little has been reported regarding the use of feedback from teach- ers to other teachers—a key tool in professional development. In this study, we triangulated data from videotaped peer coaching sessions, ques- tionnaires, and interviews regarding 12 primary school teachers in four peer groups in the Netherlands. We focused our research on two issues: the interplay of observed feedback dimensions and elements and perceptions of that feedback. Feedback dimensions were generally effective and the influence of the elements on the dimensions mostly aligned with the expectations. Teachers generally perceived feedback as effective. More- over, effective observed feedback was perceived as effective. Findings indicate that peer coaches should stimulate coached teachers to become goal directed, specific, detailed, and neutral (neither positive nor negative) by using feedback elements so as to optimize feedback processes.
URI: http://hdl.handle.net/1820/9122
Appears in Collections:1. T2 Publications, books and conference papers



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