Feedback as an opportunity to promote lifelong learning in pre-service teachers: a mixed methods study
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 (n = 231) completed a valida...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-09-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2023.1210678/full |
| _version_ | 1797693148240019456 |
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| author | Kiomi Matsumoto-Royo Paulette Conget Maria Soledad Ramírez-Montoya |
| author_facet | Kiomi Matsumoto-Royo Paulette Conget Maria Soledad Ramírez-Montoya |
| author_sort | Kiomi Matsumoto-Royo |
| collection | DOAJ |
| description | 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 (n = 231) completed a validated questionnaire regarding lifelong learning dispositions. Then, feedback from assessment tasks (n = 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 (n = 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. |
| first_indexed | 2024-03-12T02:39:23Z |
| format | Article |
| id | doaj.art-77a491d59cf443818d44f3f3b363ca37 |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-03-12T02:39:23Z |
| publishDate | 2023-09-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-77a491d59cf443818d44f3f3b363ca372023-09-04T09:21:52ZengFrontiers Media S.A.Frontiers in Education2504-284X2023-09-01810.3389/feduc.2023.12106781210678Feedback as an opportunity to promote lifelong learning in pre-service teachers: a mixed methods studyKiomi Matsumoto-Royo0Paulette Conget1Maria Soledad Ramírez-Montoya2Facultad de Ciencias Sociales, Jurídicas y Humanidades, Universidad Gabriela Mistral, Santiago, ChileFacultad de Medicina Clínica Alemana Universidad del Desarrollo, Santiago, ChileInstitute for the Future of Education, Tecnologico de Monterrey, Monterrey, MexicoThe 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 (n = 231) completed a validated questionnaire regarding lifelong learning dispositions. Then, feedback from assessment tasks (n = 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 (n = 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.https://www.frontiersin.org/articles/10.3389/feduc.2023.1210678/fullhigher educationteacher educationfeedbackassessment taskslifelong learning dispositionseducational innovation |
| spellingShingle | Kiomi Matsumoto-Royo Paulette Conget Maria Soledad Ramírez-Montoya Feedback as an opportunity to promote lifelong learning in pre-service teachers: a mixed methods study Frontiers in Education higher education teacher education feedback assessment tasks lifelong learning dispositions educational innovation |
| title | Feedback as an opportunity to promote lifelong learning in pre-service teachers: a mixed methods study |
| title_full | Feedback as an opportunity to promote lifelong learning in pre-service teachers: a mixed methods study |
| title_fullStr | Feedback as an opportunity to promote lifelong learning in pre-service teachers: a mixed methods study |
| title_full_unstemmed | Feedback as an opportunity to promote lifelong learning in pre-service teachers: a mixed methods study |
| title_short | Feedback as an opportunity to promote lifelong learning in pre-service teachers: a mixed methods study |
| title_sort | feedback as an opportunity to promote lifelong learning in pre service teachers a mixed methods study |
| topic | higher education teacher education feedback assessment tasks lifelong learning dispositions educational innovation |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2023.1210678/full |
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