How reducing discomfort impacts peer assessments of preservice teachers

Woong Lim; Ji Won Son; Seung Hae Kang

doi:10.3390/su13116435

How reducing discomfort impacts peer assessments of preservice teachers

Woong Lim, Ji Won Son, Seung Hae Kang

Graduate School of Education

Research output: Contribution to journal › Article › peer-review

2 Citations (Scopus)

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 language	English
Article number	6435
Journal	Sustainability (Switzerland)
Volume	13
Issue number	11
DOIs	https://doi.org/10.3390/su13116435
Publication status	Published - 2021 Jun 1

Bibliographical note

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

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.3390/su13116435

Cite this

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author = "Woong Lim and Son, {Ji Won} and Kang, {Seung Hae}",

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doi = "10.3390/su13116435",

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AB - 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.

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How reducing discomfort impacts peer assessments of preservice teachers

Abstract

Bibliographical note

All Science Journal Classification (ASJC) codes

UN SDGs

Access to Document

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