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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 0000-0002-6537-4447), Dung Tran (ORCID 0000-0002-6091-4926)
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
FullText Text:
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  Data: Pre-Service Teachers' Feedback on Their Peers' Lesson Plans
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  Data: <searchLink fieldCode="AR" term="%22Michael+Cavanagh%22">Michael Cavanagh</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6537-4447">0000-0002-6537-4447</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dung+Tran%22">Dung Tran</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6091-4926">0000-0002-6091-4926</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Asia-Pacific+Journal+of+Teacher+Education%22"><i>Asia-Pacific Journal of Teacher Education</i></searchLink>. 2025 53(4):464-478.
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  Data: 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
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  Data: 10.1080/1359866X.2025.2539240
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  Data: 1359-866X<br />1469-2945
– Name: Abstract
  Label: Abstract
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  Data: 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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        Value: 10.1080/1359866X.2025.2539240
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 464
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Peer Evaluation
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      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Lesson Plans
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      – SubjectFull: Secondary School Mathematics
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Graduate Students
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      – SubjectFull: Secondary School Teachers
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      – SubjectFull: Australia
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      – TitleFull: Pre-Service Teachers' Feedback on Their Peers' Lesson Plans
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              Y: 2025
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