Catalytic tools: Understanding the interaction of enquiry and feedback in teachers' learning

Vivienne M. Baumfield, Elaine Hall, Steven Higgins, Kate Wall

Research output: Contribution to journalArticlepeer-review

20 Citations (Scopus)
2 Downloads (Pure)

Abstract

This paper investigates how the use of Pupil Views Templates (PVTs), a tool designed to elicit, record and analyse the development of students’ awareness of their own learning processes, supports teachers’ professional learning. This paper reports on a three‐year collaborative practitioner enquiry project involving more than 30 primary and secondary schools in England. The data set includes practitioners’ case studies, interviews, questionnaires and cross‐project analysis completed by the university team. Analysis focuses on the role of feedback, stimulated through the use of PVTs, in teachers’ learning through three dimensions: the influence of student feedback on teachers as part of the pedagogical encounter; the influence of student feedback on schools within the context of the practitioner enquiry projects; the influence of feedback on the lead teacher researchers. Links between the tools used, the source of the feedback, and teachers’ learning are mapped from a ‘second order perspective’ derived from the diverse data sources.

Original languageEnglish
Pages (from-to)423-435
Number of pages13
JournalEuropean Journal of Teacher Education
Volume32
Issue number4
Early online date15 Oct 2009
DOIs
Publication statusPublished - 1 Dec 2009
Externally publishedYes

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