How reducing discomfort impacts peer assessments of preservice teachers

Woong Lim, Ji Won Son, Seung Hae Kang

Research output: Contribution to journalArticlepeer-review

Abstract

This study examined the effects of a feedback model called Peer Review of Teaching (PRT) on preservice teachers’ learning. In this model, preservice teachers (n = 81) participated in critical feedback on teaching demonstrations in the absence of presenters. Presented are four themes of the experience of teaching and sharing feedback including how the absence of a peer presenter impacted feedback process. Our findings suggest that teacher educators create intellectually safe and sensitive learning opportunities with critical feedback for preservice teachers to engage in a professional practice of peer assessments.

Original languageEnglish
Article number6435
JournalSustainability (Switzerland)
Volume13
Issue number11
DOIs
Publication statusPublished - 2021 Jun 1

Bibliographical note

Funding Information:
Supported by

Publisher Copyright:
© 2021 by the authors. Licensee MDPI, Basel, Switzerland.

All Science Journal Classification (ASJC) codes

  • Geography, Planning and Development
  • Renewable Energy, Sustainability and the Environment
  • Environmental Science (miscellaneous)
  • Energy Engineering and Power Technology
  • Management, Monitoring, Policy and Law

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