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The Role of Student Feedback in Building Reflexive Teachers

The Role of Student Feedback in Building Reflexive Teachers

Kerri Pilling Burchill, David Anderson
Copyright: © 2019 |Pages: 15
ISBN13: 9781522578291|ISBN10: 1522578293|EISBN13: 9781522578307
DOI: 10.4018/978-1-5225-7829-1.ch005
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MLA

Burchill, Kerri Pilling, and David Anderson. "The Role of Student Feedback in Building Reflexive Teachers." Handbook of Research on Critical Thinking and Teacher Education Pedagogy, edited by Sandra P.A. Robinson and Verna Knight, IGI Global, 2019, pp. 76-90. https://doi.org/10.4018/978-1-5225-7829-1.ch005

APA

Burchill, K. P. & Anderson, D. (2019). The Role of Student Feedback in Building Reflexive Teachers. In S. Robinson & V. Knight (Eds.), Handbook of Research on Critical Thinking and Teacher Education Pedagogy (pp. 76-90). IGI Global. https://doi.org/10.4018/978-1-5225-7829-1.ch005

Chicago

Burchill, Kerri Pilling, and David Anderson. "The Role of Student Feedback in Building Reflexive Teachers." In Handbook of Research on Critical Thinking and Teacher Education Pedagogy, edited by Sandra P.A. Robinson and Verna Knight, 76-90. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7829-1.ch005

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Abstract

The contemporary demands of the education environment today require that teachers refine their reflective thinking skills and shift towards the deeper critical thinking skills inherent in reflexive thinking. Reflexivity is a deeper level of critical thinking that assumes a degree of metacognition and “knowing-in-action” (Schon, 1983, p. 50). Metacognition is a critical tool in helping individuals become more aware of their deeply seeded biases and tacit assumptions about the way the world works. Through a phenomenological analysis of four individual case studies, this study found that student feedback was a key catalyst for building reflexivity skills. Specifically, the study details the key ways by which feedback prompted novice teachers to metacognitively think through their knowing-in-action and ultimately improve their teaching practice. The research details important implications in three areas: 1) practice, 2) theory, and 3) future research.

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