Peering in: what do you see and will we agree?

Research output: Contribution to journalArticlepeer-review

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Abstract

Most initial teacher education (ITE) programmes claim to develop reflective practitioners. Peer review is one means of developing reflective practice. In this study, Post-Graduate Certificate in Education (PGCE) Physical Education (PE) students engaged in a process of peer review to investigate how reviewees used feedback from reviewers to inform their reflections. Eleven post-lesson feedback audio recorded discussions were collected along with 11 reflection templates and 2 focus group interviews. In response to both low-quality and high-quality feedback received, students’ reflections were low-quality (pre-reflective and surface level) and/or high-quality (pedagogical). None reflected at the highest, critical, level. Students valued the peer review process, with some noting that the feedback often triggered deeper reflection, whilst for others the feedback was accepted uncritically. The process also allowed for sharing of ideas and for some reviewers, it triggered deeper thinking about their practice. Results are discussed in relation to developing students’ reflective practice.
Original languageEnglish
Pages (from-to)210-226
Number of pages17
JournalReflective Practice
Volume25
Issue number2
Early online date10 Feb 2024
DOIs
Publication statusPublished (in print/issue) - 10 Feb 2024

Bibliographical note

Publisher Copyright:
© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Keywords

  • Student teachers
  • peer review
  • reflection
  • feedback

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