View in EDS

Promoting Pre-Service Teachers' Evidence-Informed Reasoning through Peer-Feedback: Effects of a Feedback Provision Scaffold and a Feedback Integration Scaffold

Saved in:
Bibliographic Details
Title: Promoting Pre-Service Teachers' Evidence-Informed Reasoning through Peer-Feedback: Effects of a Feedback Provision Scaffold and a Feedback Integration Scaffold
Language: English
Authors: Julia Hornstein (ORCID 0009-0002-9173-5776), Martin Greisel (ORCID 0000-0002-9586-5714), Ingo Kollar (ORCID 0000-0001-9257-5028)
Source: Instructional Science: An International Journal of the Learning Sciences. 2025 53(6):1429-1455.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 27
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teachers, Evidence Based Practice, Thinking Skills, Feedback (Response), Peer Relationship, Skill Development, Educational Theories, Scaffolding (Teaching Technique), Interaction
DOI: 10.1007/s11251-025-09745-4
ISSN: 0020-4277
1573-1952
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 x 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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1493440
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1493440
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
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: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Julia+Hornstein%22">Julia Hornstein</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0002-9173-5776">0009-0002-9173-5776</externalLink>)<br /><searchLink fieldCode="AR" term="%22Martin+Greisel%22">Martin Greisel</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9586-5714">0000-0002-9586-5714</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ingo+Kollar%22">Ingo Kollar</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9257-5028">0000-0001-9257-5028</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Instructional+Science%3A+An+International+Journal+of+the+Learning+Sciences%22"><i>Instructional Science: An International Journal of the Learning Sciences</i></searchLink>. 2025 53(6):1429-1455.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 27
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Theories%22">Educational Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s11251-025-09745-4
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0020-4277<br />1573-1952
– 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 x 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1493440
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1493440
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s11251-025-09745-4
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 27
        StartPage: 1429
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Evidence Based Practice
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Peer Relationship
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Educational Theories
        Type: general
      – SubjectFull: Scaffolding (Teaching Technique)
        Type: general
      – SubjectFull: Interaction
        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: Julia Hornstein
      – PersonEntity:
          Name:
            NameFull: Martin Greisel
      – PersonEntity:
          Name:
            NameFull: Ingo Kollar
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0020-4277
            – Type: issn-electronic
              Value: 1573-1952
          Numbering:
            – Type: volume
              Value: 53
            – Type: issue
              Value: 6
          Titles:
            – TitleFull: Instructional Science: An International Journal of the Learning Sciences
              Type: main
ResultId 1