An Teacher Feedback in Reciprocal Peer Observation
Keywords:
Feedback, Professional development, Teacher, Dialogic conversation, Educational quality
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Abstract
This study examines feedback between teachers in reciprocal observation practices, aiming to identify the characteristics that determine the quality of their dialogue and how it may contribute to the improvement of their professional practice. A total of 400 teachers participated, from which 217 audio files were selected. The specific objectives of the study are: 1) To characterize the feedback sessions and 2) To identify the variables that predict the production of high-quality feedback. The results indicate that most teacher pairs exchange high-quality dialogic feedback, which is moderated by the level of interaction and the prevalence of verbal actions that promote knowledge construction. It is recommended to foster practices such as proposal elaboration, negotiation, and reflection on practice in order to facilitate more proactive feedback, linked to an action plan that enhances collaboration and teacher professional development.
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