Knowledge, self-efficacy and professional vision: How do they predict pre-service teachers’ peer feedback quality?

TY - CHAP

T1 - Knowledge, self-efficacy and professional vision

T2 - How do they predict pre-service teachers’ peer feedback quality?

AU - Prilop, Christopher Neil

AU - Weber, Kira Elena

AU - Rotsaert, Tijs

AU - Keppens, Karolien

PY - 2024/1/1

Y1 - 2024/1/1

N2 - Peer feedback is crucial for the continuous development of (pre-service) teachers’ professional competence. To foster peer feedback competence effectively, research needs to determine which components of pre-service teachers’ professional competence (e.g., professional vision/knowledge/beliefs) predict peer feedback quality. To date, this relationship has not been analysed. The study covered in this chapter investigated to what extent pre-service teachers’ professional vision, knowledge, and self-efficacy beliefs determine the quality of their peer feedback. Professional vision, knowledge, and self-efficacy beliefs were measured, and pre-service teachers provided written feedback for a video-based classroom management situation. Written feedback was analysed with an adapted version of the Feedback Quality Index (e.g., specificity, quality of questions). Multiple regression analyses showed that both pre-service teachers’ professional vision and knowledge of classroom management positively predicted peer feedback quality concerning its specificity. Furthermore, pre-service teachers’ professional vision positively predicted quality of questions, while pre-service teachers’ self-efficacy beliefs displayed a negative relationship to quality of questions. The results indicate that teacher education should focus on promoting pre-service teachers’ professional vision and knowledge and make the importance of questions apparent to self-efficacious pre-service teachers in peer feedback trainings, to increase peer feedback quality.

AB - Peer feedback is crucial for the continuous development of (pre-service) teachers’ professional competence. To foster peer feedback competence effectively, research needs to determine which components of pre-service teachers’ professional competence (e.g., professional vision/knowledge/beliefs) predict peer feedback quality. To date, this relationship has not been analysed. The study covered in this chapter investigated to what extent pre-service teachers’ professional vision, knowledge, and self-efficacy beliefs determine the quality of their peer feedback. Professional vision, knowledge, and self-efficacy beliefs were measured, and pre-service teachers provided written feedback for a video-based classroom management situation. Written feedback was analysed with an adapted version of the Feedback Quality Index (e.g., specificity, quality of questions). Multiple regression analyses showed that both pre-service teachers’ professional vision and knowledge of classroom management positively predicted peer feedback quality concerning its specificity. Furthermore, pre-service teachers’ professional vision positively predicted quality of questions, while pre-service teachers’ self-efficacy beliefs displayed a negative relationship to quality of questions. The results indicate that teacher education should focus on promoting pre-service teachers’ professional vision and knowledge and make the importance of questions apparent to self-efficacious pre-service teachers in peer feedback trainings, to increase peer feedback quality.

KW - Viden

KW - Grundskole

KW - Lærerprofession

KW - Feedback

UR - https://www.scopus.com/pages/publications/85216420953

U2 - 10.4324/9781003370604-4

DO - 10.4324/9781003370604-4

M3 - Book chapter

SN - 9781032441252

SN - 9781032441283

VL - 2

SP - 31

EP - 47

BT - Teacher Professional Vision

A2 - Gegenfurtner, Andreas

A2 - Stahnke, Rebekka

PB - Routledge

CY - Abingdon

ER -