How Reducing Discomfort Impacts Peer Assessments of Preservice Teachers

Woong Lim, Ji-Won Son and Seung-Hae Kang
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Woong Lim: Graduate School of Education, Yonsei University, Seoul 03722, Korea
Ji-Won Son: Graduate School of Education, University at Buffalo, Buffalo, NY 14260, USA
Seung-Hae Kang: Graduate School of Education, Yonsei University, Seoul 03722, Korea

Sustainability, 2021, vol. 13, issue 11, 1-17

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.

Keywords: peer feedback; peer review of teaching; preservice teachers; teacher education (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
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