Standard

Connecting feedback to self-efficacy : Receiving and providing peer feedback in teacher education. / Prilop, Christopher Neil; Weber, Kira Elena; Prins, Frans J.; Kleinknecht, Marc.

In: Studies in Educational Evaluation, Vol. 70, 101062, 09.2021.

Research output: Contribution to journalJournal articleResearchpeer-review

Harvard

Prilop, CN, Weber, KE, Prins, FJ & Kleinknecht, M 2021, 'Connecting feedback to self-efficacy: Receiving and providing peer feedback in teacher education', Studies in Educational Evaluation, vol. 70, 101062. https://doi.org/10.1016/j.stueduc.2021.101062

APA

Prilop, C. N., Weber, K. E., Prins, F. J., & Kleinknecht, M. (2021). Connecting feedback to self-efficacy: Receiving and providing peer feedback in teacher education. Studies in Educational Evaluation, 70, [101062]. https://doi.org/10.1016/j.stueduc.2021.101062

Vancouver

Prilop CN, Weber KE, Prins FJ, Kleinknecht M. Connecting feedback to self-efficacy: Receiving and providing peer feedback in teacher education. Studies in Educational Evaluation. 2021 Sep;70. 101062. https://doi.org/10.1016/j.stueduc.2021.101062

Author

Prilop, Christopher Neil ; Weber, Kira Elena ; Prins, Frans J. ; Kleinknecht, Marc. / Connecting feedback to self-efficacy : Receiving and providing peer feedback in teacher education. In: Studies in Educational Evaluation. 2021 ; Vol. 70.

BibTeX

@article{4caa93c7cefd4187969039684e9fa056,
title = "Connecting feedback to self-efficacy: Receiving and providing peer feedback in teacher education",
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 selfefficacy 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.",
keywords = "(Pre-service) teacher education, Peer feedback, Self-efficacy, Content analysis, Classroom video",
author = "Prilop, {Christopher Neil} and Weber, {Kira Elena} and Prins, {Frans J.} and Marc Kleinknecht",
year = "2021",
month = sep,
doi = "10.1016/j.stueduc.2021.101062",
language = "English",
volume = "70",
journal = "Studies in Educational Evaluation",
issn = "0191-491X",
publisher = "Elsevier",

}

RIS

TY - JOUR

T1 - Connecting feedback to self-efficacy

T2 - Receiving and providing peer feedback in teacher education

AU - Prilop, Christopher Neil

AU - Weber, Kira Elena

AU - Prins, Frans J.

AU - Kleinknecht, Marc

PY - 2021/9

Y1 - 2021/9

N2 - 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 selfefficacy 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.

AB - 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 selfefficacy 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.

KW - (Pre-service) teacher education

KW - Peer feedback

KW - Self-efficacy

KW - Content analysis

KW - Classroom video

U2 - 10.1016/j.stueduc.2021.101062

DO - 10.1016/j.stueduc.2021.101062

M3 - Journal article

VL - 70

JO - Studies in Educational Evaluation

JF - Studies in Educational Evaluation

SN - 0191-491X

M1 - 101062

ER -

ID: 1680488