Supporting Peer Feedback on Learning Strategies: Effects on Self-Efficacy and Feedback Quality

The study focused on supporting the distinct processes of assessment and providing feedback within a peer feedback setting in teacher education and investigates the effects on student teachers’ self-efficacy and feedback quality in a quasi-experiment. Student teachers ( n = 129) were asked to repeatedly provide peer feedback on learning strategies and were supported by a digital tool. The support was varied: support in assessment (A; realized by...