Promoting Pre-Service Teachers' Evidence-Informed Reasoning Through Peer-Feedback: Effects of a Feedback Provision Scaffold and a Feedback Integration Scaffold.
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| Title: | Promoting Pre-Service Teachers' Evidence-Informed Reasoning Through Peer-Feedback: Effects of a Feedback Provision Scaffold and a Feedback Integration Scaffold. |
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| Authors: | Hornstein, Julia1 (AUTHOR) julia.hornstein@uni-a.de, Greisel, Martin1 (AUTHOR) martin.greisel@uni-a.de, Kollar, Ingo1 (AUTHOR) ingo.kollar@uni-a.de |
| Source: | Instructional Science. Dec2025, Vol. 53 Issue 6, p1429-1455. 27p. |
| Subject Terms: | *Student teachers, *Education theory, *Case method (Teaching), *Peer review of students, Judgment (Psychology), Intention, Empirical research |
| Abstract: | Peer-feedback can be an effective way to improve pre-service teachers' evidence-informed reasoning skills (= EIR skills). However, because learners often struggle to provide high-quality feedback or to make sense of the feedback they receive, they need scaffolding. In this study, N = 254 pre-service teachers analyzed an authentic classroom case from the perspective of two educational theories and related evidence, provided feedback to two peers, and processed two feedback messages they received to revise their initial case analyses. In a 2 × 2 factorial between-subjects design, we investigate the effects of a feedback provision scaffold and a feedback integration scaffold, and their interaction on pre-service teachers' feedback quality, their evidence-informed reasoning recognition skills (= EIR recognition skills), and their evidence-informed reasoning application skills (= EIR application skills). The results show that feedback quality was significantly improved by the feedback provision scaffold. For EIR recognition skills, we found a negative interaction effect of the two scaffolds, indicating that they should rather be presented alone instead of in combination with each other. For EIR application skills, we found no significant effects of the two scaffolds. Thus, the study shows that providing low threshold prompts and sample illustrations of good feedback already is sufficient to raise feedback quality greatly. However, more research is needed on how to optimally combine these two scaffolds. [ABSTRACT FROM AUTHOR] |
| Copyright of Instructional Science is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 189211915 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Promoting Pre-Service Teachers' Evidence-Informed Reasoning Through Peer-Feedback: Effects of a Feedback Provision Scaffold and a Feedback Integration Scaffold. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hornstein%2C+Julia%22">Hornstein, Julia</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> julia.hornstein@uni-a.de</i><br /><searchLink fieldCode="AR" term="%22Greisel%2C+Martin%22">Greisel, Martin</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> martin.greisel@uni-a.de</i><br /><searchLink fieldCode="AR" term="%22Kollar%2C+Ingo%22">Kollar, Ingo</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> ingo.kollar@uni-a.de</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Instructional+Science%22">Instructional Science</searchLink>. Dec2025, Vol. 53 Issue 6, p1429-1455. 27p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+theory%22">Education theory</searchLink><br />*<searchLink fieldCode="DE" term="%22Case+method+%28Teaching%29%22">Case method (Teaching)</searchLink><br />*<searchLink fieldCode="DE" term="%22Peer+review+of+students%22">Peer review of students</searchLink><br /><searchLink fieldCode="DE" term="%22Judgment+%28Psychology%29%22">Judgment (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22Empirical+research%22">Empirical research</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Peer-feedback can be an effective way to improve pre-service teachers' evidence-informed reasoning skills (= EIR skills). However, because learners often struggle to provide high-quality feedback or to make sense of the feedback they receive, they need scaffolding. In this study, N = 254 pre-service teachers analyzed an authentic classroom case from the perspective of two educational theories and related evidence, provided feedback to two peers, and processed two feedback messages they received to revise their initial case analyses. In a 2 × 2 factorial between-subjects design, we investigate the effects of a feedback provision scaffold and a feedback integration scaffold, and their interaction on pre-service teachers' feedback quality, their evidence-informed reasoning recognition skills (= EIR recognition skills), and their evidence-informed reasoning application skills (= EIR application skills). The results show that feedback quality was significantly improved by the feedback provision scaffold. For EIR recognition skills, we found a negative interaction effect of the two scaffolds, indicating that they should rather be presented alone instead of in combination with each other. For EIR application skills, we found no significant effects of the two scaffolds. Thus, the study shows that providing low threshold prompts and sample illustrations of good feedback already is sufficient to raise feedback quality greatly. However, more research is needed on how to optimally combine these two scaffolds. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Instructional Science is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11251-025-09745-4 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 27 StartPage: 1429 Subjects: – SubjectFull: Student teachers Type: general – SubjectFull: Education theory Type: general – SubjectFull: Case method (Teaching) Type: general – SubjectFull: Peer review of students Type: general – SubjectFull: Judgment (Psychology) Type: general – SubjectFull: Intention Type: general – SubjectFull: Empirical research Type: general Titles: – TitleFull: Promoting Pre-Service Teachers' Evidence-Informed Reasoning Through Peer-Feedback: Effects of a Feedback Provision Scaffold and a Feedback Integration Scaffold. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hornstein, Julia – PersonEntity: Name: NameFull: Greisel, Martin – PersonEntity: Name: NameFull: Kollar, Ingo IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 00204277 Numbering: – Type: volume Value: 53 – Type: issue Value: 6 Titles: – TitleFull: Instructional Science Type: main |
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