Implementation models for teacher peer feedback: A systematic review

ABSTRACT

Although the effects of teacher peer feedback have been previously examined, peer feedback is implemented differently in continuous professional development (CPD) programmes. Thus, a review of the implementation of teacher peer feedback can provide us with an integrated perspective of this activity, and it may further improve the practices of teacher CPD in the future. This study systematically reviewed 29 empirical articles in the last 20 years. Four implementation models of teacher peer feedback are distinguished: lesson study-based peer feedback, research-initiated peer feedback, supervisor-guided peer feedback, and self-regulated peer feedback. Additionally, five influential factors are found to affect teacher peer feedback: characteristics of participants, training and supervision, schedule and duration, support and tools, and characteristics of feedback. These findings imply that programme organisers should design peer feedback based on the precise analysis of the peer feedback model, influential factors, training goals, participants’ competencies, and learning needs.

KEYWORDS:

• Systematic review
• peer feedback
• implementation
• teacher continuous professional development
• peer coaching

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.