University of Twente Student Theses
Training Technical University Teachers on Peer Feedback to Improve Motivation for Implementing Peer Feedback in Their Teaching
Kuijk, Tessa (2024) Training Technical University Teachers on Peer Feedback to Improve Motivation for Implementing Peer Feedback in Their Teaching.
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| Abstract: | Letting students in higher education participate in peer feedback can lead to multiple positive learning outcomes. For peer feedback to be successful, teachers need to prepare students for their participation. However, teachers indicated before they are unsure of how to prepare students, and lack knowledge about and skills in peer feedback themselves. This could be a reason why teachers might lack motivation to consistently use peer feedback in higher education. This study aimed to discover if a teacher training program on peer feedback can improve teachers’ motivation to implement it, and which training elements are valued as useful to increase motivation. A training program on peer feedback was designed and executed, in which focus lay on improving feelings of competence, autonomy and relatedness (Self-determination Theory). Five teachers of University of Twente voluntary participated. Data was gathered through pre- and posttest questionnaires, interviews and reflection reports. Qualitative analyses showed all participants increased in motivation to implement peer feedback because of the training, and showed the chosen design elements (guiding participants from scientifically substantiated perspectives towards practical applicational and design choices) directly contributed to teachers’ improved feelings of competence and autonomy, and relatedness contributed to improve feelings of competence and autonomy. |
| Item Type: | Essay (Master) |
| Faculty: | BMS: Behavioural, Management and Social Sciences |
| Subject: | 81 education, teaching |
| Programme: | Educational Science and Technology MSc (60023) |
| Link to this item: | https://purl.utwente.nl/essays/102756 |
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