Supporting pre-service teachers' evidence-informed reasoning through peer-feedback: effects of feedback provision and feedback integration scaffolds
- Having pre-service teachers provide and receive peer-feedback on their analyses of authentic classroom problems may help them acquire evidence-informed reasoning skills. However, without instructional guidance, students may struggle to provide high-quality feedback and to integrate multiple feedback messages. We investigated the impact of feedback provision and feedback integration scaffolds and their combination on (a) pre-service teachers’ improvement from draft to revision, and (b) their acquisition of evidence-informed reasoning skills. N = 254 pre-service teachers analyzed a classroom case vignette by aid of educational theories, provided feedback to two peers, and revised their initial analyses based on the feedback they received. Neither the feedback provision scaffold nor the feedback integration scaffold had a significant effect on the improvement. For the acquisition of evidence-informed reasoning skills, there was a significant negative interaction effect. This suggests thatHaving pre-service teachers provide and receive peer-feedback on their analyses of authentic classroom problems may help them acquire evidence-informed reasoning skills. However, without instructional guidance, students may struggle to provide high-quality feedback and to integrate multiple feedback messages. We investigated the impact of feedback provision and feedback integration scaffolds and their combination on (a) pre-service teachers’ improvement from draft to revision, and (b) their acquisition of evidence-informed reasoning skills. N = 254 pre-service teachers analyzed a classroom case vignette by aid of educational theories, provided feedback to two peers, and revised their initial analyses based on the feedback they received. Neither the feedback provision scaffold nor the feedback integration scaffold had a significant effect on the improvement. For the acquisition of evidence-informed reasoning skills, there was a significant negative interaction effect. This suggests that the scaffolds need to be better synchronized so that their combination yields additional effects.…
| Author: | Julia Hornstein, Martin GreiselORCiDGND, Ingo KollarORCiDGND |
|---|---|
| URN: | urn:nbn:de:bvb:384-opus4-1140887 |
| Frontdoor URL | https://opus.bibliothek.uni-augsburg.de/opus4/114088 |
| ISBN: | 979-8-9906980-1-7OPAC |
| ISSN: | 2543-0157OPAC |
| Parent Title (English): | Proceedings of the 17th International Conference on Computer-Supported Collaborative Learning - CSCL 2024 |
| Publisher: | International Society of the Learning Sciences (ISLS) |
| Place of publication: | Bloomington, IN |
| Editor: | J. Clarke-Midura, Ingo KollarORCiDGND, X. Gu, C. D'Angelo |
| Type: | Conference Proceeding |
| Language: | English |
| Year of first Publication: | 2024 |
| Publishing Institution: | Universität Augsburg |
| Release Date: | 2024/07/16 |
| First Page: | 213 |
| Last Page: | 216 |
| DOI: | https://doi.org/10.22318/cscl2024.961446 |
| Institutes: | Philosophisch-Sozialwissenschaftliche Fakultät |
| Philosophisch-Sozialwissenschaftliche Fakultät / Psychologie | |
| Philosophisch-Sozialwissenschaftliche Fakultät / Psychologie / Lehrstuhl für Psychologie mit besonderer Berücksichtigung der Pädagogischen Psychologie | |
| Dewey Decimal Classification: | 1 Philosophie und Psychologie / 15 Psychologie / 150 Psychologie |
| Licence (German): |  Deutsches Urheberrecht |
