Performing teacher feedback literacy in peer mentoring meetings

Abstract

In this study, we examine how university teachers perform teacher feedback literacy (TFL) during problem-based peer mentoring meetings (PPM). Using video observations, we analyse the topics and moment-to-moment interactions as the teachers collectively reflect on challenges experienced during feedback encounters with their graduate students and plan more productive feedback encounters in the future. Our findings provide examples of how TFL can be performed collaboratively by teachers sharing experiences, asking explorative questions and envisioning future scenarios together. In these interactions, teachers discuss topics addressing the feedback context, the candidate’s responses, feedback strategies as well as relational and emotional aspects of feedback encounters. The study’s empirical insights contribute to our conceptual understanding of TFL as a set of situated practices that include not only practices of enacting feedback encounters with students, but also practices of reflecting on previous feedback encounters and planning feedback encounters ahead.