Catalytic Tools: Understanding the Interaction of Enquiry and Feedback in Teachers' Learning
Source: European Journal of Teacher Education, Volume 32, Issue 4 (November 2009), pages 423 – 435.
The Pupil Views Templates (PVTs) is a tool designed to elicit, record and analyze the development of students' awareness of their own learning processes.
This article investigates how the use of Pupil Views Templates supports teachers' professional learning. This article reports on a three-year collaborative practitioner enquiry project involving more than 30 primary and secondary schools in England.
The data set includes practitioners' case studies, interviews, questionnaires and cross-project analysis completed by the university team.
Analysis focuses on the role of feedback, stimulated through the use of PVTs, in teachers' learning through three dimensions:
* the influence of student feedback on teachers as part of the pedagogical encounter;
* the influence of student feedback on schools within the context of the practitioner enquiry projects;
* the influence of feedback on the lead teacher researchers.
Links between the tools used, the source of the feedback, and teachers' learning are mapped from a 'second order perspective' derived from the diverse data sources.