Improving pre-service teachers’ICT-integrated lesson design through formative peer feedback

Abstract

Formative peer feedback plays a critical role in teachers’ collaborative lesson design, which enables teachers to reflect on and continuously revise their lesson design by receiving and providing concrete comments and suggestions on how to improve tit. Past research has yielded mixed results on the effect of formative peer feedback on learning, partially because these studies used different types of formative peer feedback with different levels of specificity of the information provided in the feedback. This study examines the relationship between the type of formative peer feedback, the specificity of information provided in the formative peer feedback, and the quality improvement of the ICT-integrated lesson design by a group of pre-service teachers’ in Singapore. The results show that the quality of ICT-integrated lesson design was significantly improved through the formative peer feedback. Furthermore, it is found that positive affective feedback and cognitive questioning feedback with specific explanation facilitated the improvement of the ICT-integrated lesson design whereas cognitive scaffolding feedback with specific explanation hindered the improvement of the ICT-integrated lesson design. The implications on how formative peer feedback affect pre-service teachers’ ICT-integrated lesson design are discussed. Keywords: Formative peer feedback, ICT integration, TPACK