TY - JOUR
T1 - Catalytic tools
T2 - understanding the interaction of enquiry and feedback in teachers' learning
AU - Baumfield, Vivienne M.
AU - Hall, Elaine
AU - Higgins, Steve
AU - Wall, Kate
PY - 2009/11/1
Y1 - 2009/11/1
N2 - 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.
AB - 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.
KW - metacognition
KW - reflective practice
KW - teacher researchers
UR - https://www.scopus.com/record/display.uri?eid=2-s2.0-79953286623&origin=inward&txGid=0
U2 - 10.1080/02619760903005815
DO - 10.1080/02619760903005815
M3 - Article
VL - 32
SP - 423
EP - 435
JO - European Journal of Teacher Education
JF - European Journal of Teacher Education
SN - 0261-9768
IS - 4
ER -