Feedback as an opportunity to promote lifelong learning in pre-service teachers: a mixed methods study
Journal
Frontiers in Education
ISSN
2504-284X
Date Issued
2023
Author(s)
Kiomi Matsumoto-Royo
Maria Soledad Ramírez-Montoya
Type
Resource Types::text::journal::journal article
URL Institutional Repository
Abstract
<jats:p>The aim of this study was to investigate whether, within a practice-based curriculum, feedback on the assessment tasks provided during campus coursework offers opportunities to promote lifelong learning dispositions in pre-service teachers. For this, pre-service teachers (<jats:italic>n</jats:italic> = 231) completed a validated questionnaire regarding lifelong learning dispositions. Then, feedback from assessment tasks (<jats:italic>n</jats:italic> = 14) was analyzed to identify claims related to curiosity, motivation, perseverance, and self-regulation of learning. Finally, in-depth interviews were conducted with pre-service teachers (<jats:italic>n</jats:italic> = 8) to explore their perspectives on feedback and lifelong learning dispositions. Data triangulation was used to confirm and add depth to the findings. Feedback on assessment tasks provided during campus course work promotes lifelong learning dispositions when: (i) tied to authentic tasks, (ii) is provide not only by teacher educators but also by peers, (iii) incorporates both positive and negative comments, along with practical advice. The implication of findings for teacher education is discussed.</jats:p>
Cite this document
Matsumoto-Royo, K., Conget, P., & Ramírez-Montoya, M. S. (2023). Feedback as an opportunity to promote lifelong learning in pre-service teachers: A mixed methods study. Frontiers in Education, 8, 1210678. https://doi.org/10.3389/feduc.2023.1210678
Subjects
assessment tasks
;
educational innovation
;
feedback
;
higher education
;
lifelong learning dispositions
;
teacher education