In this presentation, we will offer a take-home model for anyone who would like to try peer feedback in their own organization. The model is based on a teachers' peer feedback project at the Language Center of the University of Helsinki during the year of 2018 and 2019.
The basic idea of "peer-to-peer feedback" is that participation is flexible, voluntary and organized by the teachers themselves. Peer pairs observe each other's lessons and/or e-learning and discuss pedagogical choices. The work is supported by an online environment where it is possible to share experiences with all participants and to access research on pedagogy.
The participating teachers were surveyed at the beginning and at the end of the project. The data consists of the interviews, the teachers' reflections after taking part in the project as well as surveys concerning their expectations and experiences. We intend to continue data gathering in the project in 2020.
We will discuss 1) the teachers' expectations, 2) their reasons to get involved in peer-to-peer feedback, as well as 3) their experiences of the project. Our data reveals that there is a need for feedback: the participants report that since their studies they have mainly received feedback only from the students. Our data supports the view of peer feedback as a multifaceted learning experience (Nicol & Thompson & Breslin 2014): First, colleagues became aware of each other's skills, which was found to increase wellbeing at the working community. Secondly, teachers received concrete ideas for enriching and developing their own teaching. Thirdly, 3 teachers became aware of their tacit knowledge that they had not previously been able to conceptualize or share.
In dieser Präsentation bieten wir ein Mitnahmemodell für Zuhause für alle an, die Peer-Feedback in ihrer eigenen Organisation ausprobieren möchten. Das Modell basiert auf einem Peer-Feedback-Projekt für Lehrer an dem Sprachenzentrum der Universität Helsinki in den Jahren 2018 und 2019. Die Grundidee des "Peer-to-Peer-Feedbacks" besteht darin, dass die Teilnahme flexibel sowie freiwillig ist und von den Lehrern selbst organisiert wird. Die teilnehmenden Lehrer wurden zu Beginn befragt und am Ende des Projektes interviewt. Wir werden 1) die Erwartungen der Lehrer, 2) ihre Gründe für ihre Teilnahme am Peer-to-Peer-Projekt sowie 3) ihre Erfahrungen mit dem Projekt erörtern. Unsere Daten zeigen, dass es einen Bedarf für Feedback gibt: die Teilnehmer berichten, dass sie seit ihrem Studium Feedback hauptsächlich nur von Studierenden erhalten haben.
- Nicol, David & Thompson, Avril & Breslin, Caroline 2014: Rethinking feedback practices in higher education: a peer review perspective – Assessment & Evaluation in Higher Education 39/1: 102-122.
Riikka Järvelä (M.A.) is a Teacher of Speech Communication at the University of Helsinki Language Centre. She has background in communication pedagogy. Her pedagogical and research interests are listening in education, communication skills and the role of feedback in learning environments.
Janne Niinivaara (M.A.) is a Learning Environment and Communications Specialist at the University of Helsinki Language Centre. He is currently a postgraduate of social sciences and leadership, and he has an academic background in communication and pedagogy. His research interests are experiences, communication in challenging professional life situations, organizational development and digital pedagogy.
Heini Lehtonen (Ph.D.) is a senior lecturer of university pedagogy at the Centre for University Teaching and Learning (HYPE) at the University of Helsinki. She works in the research-based development of teaching at the Language Centre. Her background is in sociolinguistics, and her research interests include language(s) in education, teaching and learning, language ideologies, language awareness, and translanguaging pedagogies.