The Role of Feedback in Teacher Professional Development
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Abstract
This paper examines how professional development (PD) facilitators obtain feedback about the effectiveness of sessions they facilitate and to what extent feedback is an integral part of their planning. Three professional development facilitators with varying degrees of experience served as participants in this study. One-on-one semi-structured interviews were used to collect data, and the data were analyzed utilizing an interpretative phenomenological approach (IPA). The findings showed that the participants obtained feedback from teachers using different methods before, during, and after their professional development sessions. The facilitators used feedback to plan and check the effectiveness of their sessions, and feedback was an integral part of their professional development work.
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References
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