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

Lookup NU author(s): Dr Vivienne Baumfield, Dr Elaine Hall, Steven Higgins, Dr Kate Wall

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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.

Publication metadata

Author(s): Baumfield VM, Hall E, Higgins S, Wall K

Publication type: Article

Publication status: Published

Journal: European Journal of Teacher Education

Year: 2009

Volume: 32

Issue: 4

Pages: 423-435

Date deposited: 11/06/2010

ISSN (print): 0261-9768

ISSN (electronic): 1469-5928

Publisher: Routledge

URL: http://dx.doi.org/10.1080/02619760903005815

DOI: 10.1080/02619760903005815

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