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

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

Research output: Contribution to journalArticle

18 Citations (Scopus)

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.
LanguageEnglish
Pages423-435
Number of pages13
JournalEuropean Journal of Teacher Education
Volume32
Issue number4
Early online date15 Oct 2009
DOIs
Publication statusPublished - 1 Nov 2009

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teacher
interaction
learning
student
primary school
learning process
pupil
secondary school
questionnaire
university
interview
school

Keywords

  • metacognition
  • reflective practice
  • teacher researchers

Cite this

Baumfield, Vivienne M. ; Hall, Elaine ; Higgins, Steve ; Wall, Kate. / Catalytic tools : understanding the interaction of enquiry and feedback in teachers' learning. In: European Journal of Teacher Education. 2009 ; Vol. 32, No. 4. pp. 423-435.
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Catalytic tools : understanding the interaction of enquiry and feedback in teachers' learning. / Baumfield, Vivienne M.; Hall, Elaine; Higgins, Steve; Wall, Kate.

In: European Journal of Teacher Education, Vol. 32, No. 4, 01.11.2009, p. 423-435.

Research output: Contribution to journalArticle

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