Investigating feedback among teachers : focusing on observed and perceived feedback

This paper focuses on feedback among teachers. The research triangulates data from videotaped peer coaching sessions, questionnaires and interviews with four groups of teachers. All teachers used the VIP protocol, which emphasizes reciprocal peer coaching using video recordings of teaching behavior and solution focused thinking. All data has been collected, however, only preliminary results of the interviews can be reported in this proposal. The study will provide insights into what effective and ineffective patterns of feedback are and what causes those patterns to arise. The study will also present how teachers experienced the feedback processes. In addition, the observed feedback can be compared to the perceived feedback. These insights can be used to guide teachers in feedback processes

Effects of increased self-regulated learning opportunities on student teachers’ metacognitive and motivational development

This intervention study focused on the relationships between student teachers’ self-regulated learning (SRL) opportunities, their use of metacognitive learning strategies and their motivation for learning. Results indicate that student teachers’ use of metacognitive learning strategies increases significantly in learning environments with increased SRL opportunities. In opposite to these findings, no significant difference was shown between student teachers’ motivation for learning before and after the research period. However, student teachers’ expectancy, a component within the motivational construct, did increase significantly in the research period. Finally, minor significant positive correlations were found between the metacognitive and motivational constructs measured. In general, the level of SRL opportunities turns out to be a moderate predictor of student teachers’ use of metacognitive learning strategies and motivation for learning, both important constructs for their academic career