Student Feedback as a Source for Reflection in Practical Phases of Teacher Education

Abstract

The chapter focuses on the use of student feedback on teaching during practical phases in teacher education. After a brief introduction into the general relevance and validity of students’ perceptions on teaching, and on the use of student feedback for teaching development, core findings from two comparable quasi-experimental studies from Germany and Switzerland are presented in detail. The studies focus on the change of attitudes towards student feedback and towards reflec-tion on teaching. The chapter concludes with a discussion of challenges and oppor-tunities for the use of student feedback as an instrument for reflection on teaching and professional development for pre-service teachers.