Development of the Teacher Feedback Observation Scheme: evaluating the quality of feedback in peer groups

Marieke Thurlings*, Marjan Vermeulen, Karel Kreijns, Theo Bastiaens, Sjef Stijnen

*Corresponding author for this work

    Research output: Contribution to journalArticleAcademicpeer-review

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    Abstract

    Research suggests that feedback is an essential element in learning. This study focuses on feedback that teachers provide in reciprocal peer groups to improve their performance in the classroom. The Teacher Feedback Observation Scheme (TFOS) was developed to identify feedback patterns, which approaches feedback as a multidimensional process. The TFOS helps acquire insights into the effectiveness of feedback, and provides information regarding the situations in which possible interventions can be undertaken if feedback is declining and becoming ineffective. This may especially be necessary when the communica- tion of feedback is mediated by information and communications technology (ICT). The TFOS was piloted using videotaped sessions of three face-to-face groups, as well as one virtual group, using discussion wikis. All four groups of teachers used the Video Intervision Peer-coaching (VIP) procedure. The findings reveal that feedback in the virtual group was less effective than it was in the face-to-face groups. In addition, ineffective feedback patterns in the face-to-face groups transitioned into more effective feedback patterns. The TFOS appears to be adept at identifying feedback patterns in peer groups.
    Original languageEnglish
    Pages (from-to)193-208
    Number of pages16
    JournalJournal of Education for Teaching
    Volume38
    Issue number2
    Early online date29 Feb 2012
    DOIs
    Publication statusPublished - 2 Apr 2012

    Keywords

    • feedback patterns
    • teachers
    • reciprocal feedback
    • peer-coaching
    • professional development
    • Teacher Feedback Observation Scheme
    • TFOS

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