Pre-Service Teachers' Feedback on Their Peers' Lesson Plans
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| Title: | Pre-Service Teachers' Feedback on Their Peers' Lesson Plans |
|---|---|
| Language: | English |
| Authors: | Michael Cavanagh (ORCID |
| Source: | Asia-Pacific Journal of Teacher Education. 2025 53(4):464-478. |
| Availability: | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Secondary Education |
| Descriptors: | Preservice Teachers, Feedback (Response), Peer Evaluation, Student Attitudes, Lesson Plans, Secondary School Mathematics, Mathematics Instruction, Foreign Countries, Graduate Students, Secondary School Teachers |
| Geographic Terms: | Australia |
| DOI: | 10.1080/1359866X.2025.2539240 |
| ISSN: | 1359-866X 1469-2945 |
| Abstract: | Peer feedback provides a powerful tool for student learning; however, there are challenges associated with feedback. This paper draws on a feedback cycle to support 13 mathematics secondary preservice teachers (PTs) to provide feedback on their peers' lesson plans. PTs were randomly assigned to provide feedback on a lesson plan which had been co-created by a group of their peers. Each PT individually wrote a 500-word commentary to provide constructive feedback for the group and suggestions for improving their lesson. The emerging coding of the commentaries identified five main feedback foci: pedagogy and teaching approaches, tasks, learning intentions, structure and organisation, and catering for diversity. The a priori coding of the types of suggestions from PTs found that the feedback most often called for changes to the lesson plans by modifying existing elements or adding new components, with some suggestions for clarification or for more detail. These results suggest that collaborative lesson plans can provide a useful source material in peer feedback activities for PTs. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1481851 |
| Database: | ERIC |
| Abstract: | Peer feedback provides a powerful tool for student learning; however, there are challenges associated with feedback. This paper draws on a feedback cycle to support 13 mathematics secondary preservice teachers (PTs) to provide feedback on their peers' lesson plans. PTs were randomly assigned to provide feedback on a lesson plan which had been co-created by a group of their peers. Each PT individually wrote a 500-word commentary to provide constructive feedback for the group and suggestions for improving their lesson. The emerging coding of the commentaries identified five main feedback foci: pedagogy and teaching approaches, tasks, learning intentions, structure and organisation, and catering for diversity. The a priori coding of the types of suggestions from PTs found that the feedback most often called for changes to the lesson plans by modifying existing elements or adding new components, with some suggestions for clarification or for more detail. These results suggest that collaborative lesson plans can provide a useful source material in peer feedback activities for PTs. |
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| ISSN: | 1359-866X 1469-2945 |
| DOI: | 10.1080/1359866X.2025.2539240 |
