Abstract
Feedback can play a vital role in fostering teacher self-efficacy. Social comparisons and feedback valence (positive vs. negative feedback) are assumed to have a large impact on self-efficacy. Therefore, how pre-service teachers perceive social comparisons and feedback valence in peer feedback and the extent to which pre-service teachers (bachelor/master students) and teacher trainers incorporate comments that can have an impact on self-efficacy into their peer feedback merit investigation. Two studies were conducted. The first showed that peer feedback consisting of a social comparison and with positive feedback valence resulted in greater willingness to improve and positive affect. The second study revealed that teacher trainers’ feedback was more specific, whereas bachelor students’ feedback contained more social comparisons than did master students’ and teacher trainers’. Future research and practical implications are discussed.
| Original language | English |
|---|---|
| Article number | 101062 |
| Pages (from-to) | 1-12 |
| Journal | Studies in Educational Evaluation |
| Volume | 70 |
| DOIs | |
| Publication status | Published - Sept 2021 |
Bibliographical note
Funding Information:We would like to thank the pre-service teachers and teacher trainers who participated in this study. Furthermore, we are grateful to our student assistants Karoline Glimm, Johanna Meyn and Kristina Lindstedt for coding data.
Publisher Copyright:
© 2021 Elsevier Ltd
Funding
We would like to thank the pre-service teachers and teacher trainers who participated in this study. Furthermore, we are grateful to our student assistants Karoline Glimm, Johanna Meyn and Kristina Lindstedt for coding data.
Keywords
- (Pre-service) teacher education
- Classroom video
- Content analysis
- Peer feedback
- Self-efficacy