Feedback in the Context of Peer Mentoring: A Theoretical Perspective

• In Event: Sheraton Roundtable Session Fourteen
  In Roundtable Session: Mentoring Programs for Higher Education Students and Faculty (Table 14)

Abstract

How are feedback dialogues established, and which aspects are crucial for success? These questions address a distinct shift in the field of feedback in recent years. Traditionally, the focus has been on how feedback is presented. However, this has shifted to how recipients of feedback (1) interpret and conceptualize what is said and (2) apply the feedback to improve knowledge, self-understanding, and/or practice. The latter approach is discussed here. The paper concludes by proposing a model to reveal the complexity of feedback in peer relationships and proposes categories for further research.

Author

• Line Wittek, University of Oslo
  Presenting Author