Peer feedback for teaching professional development: conditions for it to take effect

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Cogent Education Pub Date : 2024-09-12 DOI:10.1080/2331186x.2024.2391577

Elena Cano García

引用次数: 0

Abstract

Research on peer feedback has proven that it enhancess learning by fostering student agency and providing a deeper understanding of assessment criteria and greater capacity for self-reflection, whi...

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同行反馈促进教学专业发展：生效的条件

关于同伴反馈的研究证明，同伴反馈可以促进学生的自主学习，让学生更深入地理解评估标准，提高自我反思能力，从而提高学习效果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Cogent Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.30

自引率

6.20%

发文量

197

审稿时长

12 weeks

期刊介绍： Part of the Taylor & Francis / Routledge Group, Cogent Education is a leading multidisciplinary open access journal, publishing high-quality, peer-reviewed articles across the breadth of educational research. All articles are free to access across the globe, allowing authors to share their research and maximise its impact. Cogent Education is led by Editor-in-Chief Professor John C.K. Lee (The Education University of Hong Kong), supported by an expert international Editorial Board. Our academic editors take an objective and constructive approach to peer review, ensuring each manuscript is evaluated on its own scholarly merits and research integrity. Article-level metrics let the research speak for itself. Cogent Education also presents collections that publish the latest studies on key topics and discussion within the education community based on research projects and conferences.