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ERIC Number: EJ865140
Record Type: Journal
Publication Date: 2009-Nov
Pages: 13
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-0261-9768
Catalytic Tools: Understanding the Interaction of Enquiry and Feedback in Teachers' Learning
Baumfield, Vivienne M.; Hall, Elaine; Higgins, Steven; Wall, Kate
European Journal of Teacher Education, v32 n4 p423-435 Nov 2009
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. (Contains 3 tables and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)