Learners providing feedback on teaching: Pre-service teachers’ perceptions of a teacher assessment arrangement
Journal article, Peer reviewed
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Original versionEriksen, H., Lejonberg, E., Tschannen-Moran, M., Christophersen, K.-A. & Elstad, E. (2020). Learners providing feedback on teaching: Pre-service teachers’ perceptions of a teacher assessment arrangement. Scandinavian Journal of Educational Research. doi:https://doi.org/10.1080/00313831.2020.1833236 https://doi.org/10.1080/00313831.2020.1833236
Teaching practice periods are intended to prepare pre-service teachers for their professional lives as teachers. With this in mind, we have developed a tool for gathering feedback from learners taught by teachers-in-training to provide these pre-service teachers with feedback that contributes to their professional development. This study presents findings on the degree to which pre-service teachers perceived the feedback from learners to be useful. Using structural equation modeling, we also explored the associations between characteristics of the pre-service teachers and the perceived usefulness of the assessment process. We conclude that teacher training could capitalize on this underutilized form of feedback.