Promoting students’ reflection through process-oriented feedback: Teachers’ conceptions, practices and learning needs

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation Pub Date : 2025-06-20 DOI:10.1016/j.stueduc.2025.101483

J.J.H. Görtzen, S.H.M. Stollman, G.L.M. Schellings, J.D. Vermunt, N.M. Nieveen

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Abstract

This study explores teachers’ conceptions, experiences, and learning needs regarding the important 21st-century teaching skill of promoting student reflection through process-oriented feedback. Interviewing 23 secondary school teachers about their perceived practices and challenges identified four groups: Basic, Intermediate, Advanced, and Constrained. The Basic group teachers struggled with concepts of process-oriented feedback and reflection, hindering the provision of effective reflection tasks and feedback. The Intermediate group teachers faced difficulties with increasing reflection task frequency and providing weekly feedback. The Advanced group teachers, with extensive experience, still struggled with implementing cyclical reflection on school level. The Constrained group teachers encountered external limitations like limited lesson hours and lack of support. Learning needs varied among the teachers’ groups, emphasizing the importance of tailored professional development programs to enhance teachers' process-oriented feedback literacy. Findings contribute to understanding stages of effective teaching and their implications for teacher evaluation towards stage-geared professional development of teaching skills.

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以过程导向的反馈促进学生反思：教师的观念、实践与学习需求

本研究探讨了教师对21世纪重要的教学技能——通过过程导向的反馈促进学生反思——的概念、经验和学习需求。采访了23名中学教师，了解他们的感知实践和挑战，确定了四组：基础、中级、高级和受限。基础组教师在过程导向的反馈和反思的概念上挣扎，阻碍了有效反思任务和反馈的提供。中级组教师在增加反思任务频率和提供每周反馈方面面临困难。具有丰富经验的高级小组教师在学校层面实施周期性反思方面仍存在困难。受约束的小组教师遇到了外部限制，如有限的教学时间和缺乏支持。教师群体的学习需求各不相同，强调了量身定制的专业发展计划对提高教师以过程为导向的反馈素养的重要性。研究结果有助于理解有效教学的各个阶段及其对教师评价的启示，以促进教学技能的阶段性专业发展。

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

Studies in Educational Evaluation Multiple-

CiteScore

6.90

自引率

6.50%

发文量

审稿时长

62 days

期刊介绍： Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.