This study is a detailed examination of reflection in pre-service teacher education. It focuses on the process of the promotion of reflective teacher education. Within this process, it considers pre-service teachers&#039 / perceptions on becoming reflective and their focus of attention throughout their practicum. In relation to these, it analyzes pre-service teachers&#039 / improvement in reflection by focusing on various methods of promotion for reflectivity.

The purpose of this study was to examine students' experiences and perceptions of multiple interaction activities (self-directed, peer, and teacher feedback) implemented in a large multilevel EFL writing class in one private technological university in the southern part of Taiwan. Large size writing classes, quite common in private institutions of higher education in Taiwan, cannot be effectively operated to meet individual students' needs in improving their writing performance. Low achievers have difficulties in keeping up with competent writers in learning writing skills while advanced students complain of their learning too little from the class. This research, based on the activity system model proposed by Engestrom (1987), was a case study in which interviewing student participants, observing classroom activities, audiotaping peer response sessions, and examining students' drafts and feedback sheets were the methods to collect data. The qualitative software, ATLAS.ti, was employed to analyze interview and peer response data according to the code lists developed for this purpose. A rubric was developed to examine the changes students made after having incorporated the three types of feedback into their drafts. Major findings indicated that intermediate and low achievers, though making more efforts in conducting self-directed feedback, felt unsatisfied with this activity while high achievers, investing less energy and time, gave more positive opinions to this activity. However, intermediate and low achievers gave a higher percentage of satisfaction to peer response activities than high achievers because the former could obtain more constructive peer feedback than the latter. In addition, all students were in favor of modified teacher feedback but gave negative opinions to traditional teacher feedback. On the whole, intermediate and low achievers, based on their preference, ranked teacher feedback the most important, then peer feedback and finally self-directed feedback whereas high achievers placed teacher feedback first, self-directed feedback second, and peer feedback last. Student writers' responses to each type of feedback were closely related to the amount of constructive comments they received. The more helpful suggestions they obtained, the more positive opinions they gave to a certain type of feedback. In the end of the study, recommendations were made for curriculum designers, classroom practitioners, and further studies.

Peer assessment actively engages peers in the formative assessment and evaluation of work produced by a peer. This thesis explores how social processes, such as classroom talk, influence the quality of children’s learning in more interactive contexts of PA. This focus is needed since children often find PA challenging as they may not have the interpersonal skills to collaborate effectively leading them to use talk ineffectively as a tool for learning. This research was interventionist and children in the year three and four classes I taught received Thinking Together lessons as a strategy to enhance the quality of their talk in contexts of peer assessment. Methods used to examine the impact of the talk intervention, and to gain greater insights into the role that the social context plays in peer assessment, included transcribed digital audio recordings, open ended observations, semi-structured interviews, mind maps and children’s work. Qualitative data were analysed using thematic coding analysis whilst data in transcripts were quantitatively analysed to calculate the frequency of words and phrases associated with exploratory talk before and after the intervention. Findings suggest that children’s characteristics influence the way they communicate in contexts of PA and some of the most challenging learners seemed to benefit most from the talk intervention in terms of its influence on their ability to collaborate, hypothesise and reason throughout the peer assessment tasks. The findings also draw attention to previously under-researched PA social processes such as discussion, negotiation and peer questioning that lead to outcomes for learners such as self assessment. The main conclusions drawn are that more interactive kinds of peer assessment might be viewed as a differentiated and discursive practice where teachers consider the various needs of learners, based on their individual characteristics, and provide appropriate support so they are able to collaborate and use language for mediating effective PA practice.

This study investigated if the use of a team feedback system resulted in peers perceiving a change in behavior. Personality variables such as conscientiousness, agreeableness, and extraversion were examined as possible moderators. Self-ratings and peer ratings were collected from 164 individuals through the use of the Center for Collaborative Organizations' Team Feedback System. Using polynomial regression, it was determined that time 1 peer ratings predicted behavior change and the combination of conscientiousness variables moderated peer perceived behavior change.

京都大学 / 0048 / 新制・課程博士 / 博士(人間・環境学) / 甲第21844号 / 人博第873号 / 新制||人||209(附属図書館) / 2018||人博||873(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)准教授 金丸 敏幸, 教授 谷口 一美, 准教授 高橋 幸, 教授 田地野 彰 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM

Syftet är att undersöka hur formativ bedömning används av lärare i svenska i årskurs 4-6. Forskningsfrågorna som ligger till grund för syftet är: Vilken uppfattning har eleverna av kamratbedömning? Vilka svårigheter anser eleverna att det finns med kamratbedömningen? Hur skiljer sig kamratbedömningens arbetssätt åt mellan två lärare i årskurs 4? Vilka svårigheter anser lärarna att det finns med kamratbedömningen? Metoden är kvalitativ och materialet består av intervjuer med två lärare och åtta elever i två klasser på samma skola samt en observation i vardera klassen. Vårt resultat visar att eleverna har olika uppfattningar kring kamratbedömning, t.ex. att man bedömer varandras personlighet och egenskaper. En svårighet för eleverna är att de vill att responsen eller bedömningen ska ske av läraren och helst inte av kamraten, och en annan är att inte göra kompisen ”ledsen” eller att eleverna inte vet hur de ska ge kamraten respons. Vårt resultat visar också hur arbetssättet med kamratbedömning skiljer sig åt mellan lärarna. Den ena läraren inleder processen med instruktioner och förståelse, går över till kamratrespons och strävar mot kamratbedömning. För den andra läraren inleds det förberedande arbetet på lågstadiet, så att hen sedan kan arbeta på en grundläggande nivå på mellanstadiet och till slut använda en mer avancerad nivå på högstadiet. Den ena läraren arbetar med kamratrespons och den andre med kamratbedömning. Det finns även en tydlig skillnad när det gäller att ge instruktioner. En av svårigheterna med kamratbedömning enligt lärarna handlar om tidsbristen och en annan svårighet gäller elevgruppen. En slutsats vi kan dra är att vi som lärare kontinuerligt ska arbeta med kamratbedömning i undervisningen för att det i slutändan ska vara främjande för elevens kunskapsutveckling. Lärare behöver dessutom gå igenom hur arbetssättet ska gå till och vad som ska göras. En annan slutsats är att vi som lärare bör göra upp en planering och göra goda prioriteringar utifrån vad forskning visar.

The question whether peer feedback can contribute to language development in an English second language (L2) classroom in a Swedish context is investigated through the use of a research synthesis. The syllabus for English 5-7, the document detailing the skills that should be developed and the content of English L2 upper secondary education in Sweden, suggests that peer feedback is an important feature in English L2 learning. Results of the current study indicated that peer feedback could have beneficial effects for pupils’ writing and language development. These results were supported by sociocultural theory. Furthermore, some of the issues regarding peer feedback, for instance that pupils mistrust their peers’ ability to give comments, could be circumvented through training pupils to give and incorporate peer feedback. Despite the fact that results indicated that peer feedback could be a valuable learning tool, results cannot with any certainty be generalized to a Swedish upper secondary context due to the fact that the primary research was conducted mostly at a small scale of approximately twenty to forty pupils, that all research was at university level, and that most of the research pertained to Asian pupils.

Although the benefits of peer feedback have been widely studied in the EFL classroom, fewer studies have focused on the perceived challenges of giving and receiving peer feedback from the perspective of upper secondary students in Sweden. Therefore, the aim of this qualitative study is to increase teachers’ knowledge of the challenges surrounding peer feedback for EFL writing as voiced by students. This study also discusses students’ suggestions to minimise such challenges. Using data collected from eleven semi-structured interviews with students, thematic analysis and the theoretical framework of Sociocultural theory, this study found that giving feedback was perceived as being more challenging than receiving feedback. Moreover, findings show that the majority of students perceive heterogeneous language proficiencies and negative emotions arising from negative feedback to be major challenges, hence students’ suggestions for homogenous language proficiency groupings and for anonymous feedback. It can be concluded that students’ beliefs about peer feedback in heterogeneous language proficiency pairings and various negative emotions related to peer feedback can influence language development negatively.

Grounded in sociocultural theory, peer feedback can help students engage in interaction and negotiation of meaning, which serve as a basis for the construction of knowledge (Vygotsky, 1978). It can also contribute to the development of self-regulation, as well as of reflection on one's own learning (Doolittle & Hicks, 2003). Its strategic incorporation into foreign language instruction can help students use the language they are in the process of acquiring to mediate language acquisition (Shrum & Glisan, 2005). Research shows that peer feedback can help students develop and advance their Zone of Proximal Development through their engagement in collaborative interaction with their peers (De Guerrero & Villamil, 1994, 2000; Donato, 2004; Lantolf, 2004; Lantolf & Thorne, 2006; Liu & Hansen, 2005). Peer feedback can also help students improve their writing proficiency, including organization of their texts and awareness of the mechanics of the language necessary for successful communication of the intended message (Kinsler, 1990; Hu, 2005; Williams, 2005). Framed within a sociocultural perspective on foreign language learning and development, and following a manuscript approach, this dissertation consists of a series of studies that aim to explore: (a) whether participation in a peer feedback experience has a positive impact on students’ foreign language writing proficiency; (b) whether guidelines plus training in how to provide meaningful feedback have a different impact on students’ foreign language writing proficiency than guidelines alone; (c) around what themes students focus the feedback they provide to their peers; and (d) what students’ perceptions of the peer feedback experience are. The results of the first the study, which consisted of a pre-test post-test quasi-experimental design, showed that students significantly improved their writing proficiency after participating in a peer feedback experience, regardless of training. Further the results of this study indicated that, on average, trained and untrained students provided written peer feedback focused mainly on global aspects rather than local aspects. The results of the second study, which consisted of a mixed methods approach, showed that, on average, students had high perceptions of the peer feedback experience and that they perceived that their partner's feedback had helped them improve the global aspects of their composition more than the local aspects. Students expressed that what they liked the most about the experience was getting a different perspective on their writing, and what they liked the least was that they felt they were not proficient enough in the foreign language to provide meaningful feedback to their peers. / Ph. D.

Syftet med denna systematiska litteraturstudie är att granska de resultat som kan uppnås genom att elever lär av varandra, samt att genom utifrån tidigare forskning kunna identifiera effekterna av kamratrespons och kamrathandledning inom kooperativt lärande, för utvecklingen av elevers skrivförmåga inom svenskämnet i åk. 7–9. För att besvara detta syfte har följande frågor formulerats; Hur främjar kamratrespons inom kooperativt lärande elevers skrivutveckling och vilka metoder, strukturer och strategier används? För att nå syftet har en systematisk litteratustudie använts för att identifiera och sammanställa relevant litteratur. Resultaten visar att kamratrespons, genom strukturerad och målinriktad ömsesidig feedback, bidrar positivt till elevers lärande både socialt och kognitivt oavsett strategi och åldersgrupp. Lärarens roll i att organisera, vägleda och stödja är central, och bildandet av heterogena grupper understryker vikten av socialt samspel. Studien framhäver behovet av övning och användningen av kriterielistor för att underlätta feedbackprocessen. Kamratrespons inte bara förbättrar skrivfärdigheter utan bidrar även till kritisk textbedömning, vilket är fundamentalt för akademisk och professionell framgång. Denna metod förbereder elever för livslångt lärande, förbättrar kommunikationsförmågan och stärker deras självständighet, ansvarstagande och samarbetsförmåga. Framgången med kamratrespons strategier och strukturer beror på dess implementering och syfte.