Testing the Relationship Between Teachers' Goal Orientation and Teachers' Perspectives on Peer Feedback

• In Event: Cross-Continental Perspectives on the Lives of Teachers

Abstract

Peer feedback (PFB) is considered to be a powerful instrument to ensure high standards in teaching and to stimulate the development of experienced teachers. However, previous research findings indicate a variability of feedbacks effects. Furthermore, little is known about the meaning of personal characteristics, although probably representing prerequisites of feedback-specific behavior and effects. In consideration to this, the present study focuses on exploring teachers’ perspectives on PFB (e.g., attitudes, beliefs) and teachers’ goal-orientation, furthermore testing the relationship between those attributes. Results of two studies (1.100 teachers at twenty vocational schools in Germany) indicate a partly heterogeneous picture of teachers’ perspectives on PFB. As anticipated, teachers’ mastery-goal-orientation probably promotes learning by PFB, whereas for teachers’ performance-avoidance-orientation a detrimental effect might occur.

Author

• Claudia Michaela Funk, University of Mannheim