Exploring Peer Feedback Behaviour in Online Teaching Practice Classroom: Case of Learning Design

• Authors: Triyanto , Rif’ati Dina Handayani

Abstracts

EN

This study aims to explore teachers’ peer feedback behaviour in online teaching practice classes. Qualitative research was conducted on 32 physics teachers who conducted a teacher professional curriculum. Data were gathered through interviews, observations, and online discourse archives. Six steps were taken in analysing the data: preparing and organising data, exploring data, developing themes, representing findings, interpreting findings, and validating the accuracy of the findings. The results showed that peer feedback behaviour focused on learning design content and teachers’ performance. Peer feedback connects teachers’ ideas with those of their colleagues, open-mindedness, and encourages reflective thinking. This study realises peer feedback is a mutual dialogue to enhance teachers’ pedagogical competence in teacher professional curricula.

Keywords

EN

learning design; online teaching practice; peer feedback

• Publisher: Wydawnictwo Adam Marszałek
• Journal: The New Educational Review
• Year: 2023
• Volume: 74
• Pages: 139-149

Dates

published

2023

Contributors

author

Triyanto

• Sebelas Maret University, Indonesia

• https://orcid.org/0000000300831018

author

Rif’ati Dina Handayani

• University of Jember, Indonesia

• https://orcid.org/0000000158601202

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Identifiers

DOI

10.15804/tner.23.74.4.10

Biblioteka Nauki

24964704