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.
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 Nov 2009

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Keywords

  • metacognition
  • reflective practice
  • teacher researchers

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