Performing teacher feedback literacy in peer mentoring meetings

References

• Braun, V., and V. Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77–101. doi:10.1191/1478088706qp063oa.
   Google Scholar
• Carless, D. 2020. “From Teacher Transmission of Information to Student Feedback Literacy: Activating the Learner Role in Feedback Processes.” Active Learning in Higher Education (online first): 1–11. doi:10.1177/1469787420945845.
   Web of Science ®Google Scholar
• Carless, D., and N. Winstone. 2020. “Teacher Feedback Literacy and Its Interplay with Student Feedback Literacy.” Teaching in Higher Education (online first): 1–14. doi:10.1080/13562517.2020.1782372.
   Web of Science ®Google Scholar
• Damşa, C. I., and S. Ludvigsen 2016. Learning through interaction and co-construction of knowledge objects in teacher education. Learning, Culture and Social Interaction 11: 1–18. https://doi.org/10.1016/j.lcsi.2016.03.001.
   Google Scholar
• Esterhazy, R. 2018. What matters for productive feedback? Disciplinary practices and their relational dynamics. Assessment & Evaluation in Higher Education, 43(8):1302–1314. https://doi.org/10.1080/02602938.2018.1463353.
   Google Scholar
• Esterhazy, R., & Damşa, C. 2019. Unpacking the feedback process: An analysis of undergraduate students’ interactional meaning-making of feedback comments. Studies in Higher Education, 44(2), 1–15. https://doi.org/10.1080/03075079.2017.1359249.
   Google Scholar
• Han, Y., and Y. Xu. 2021. “Student Feedback Literacy and Engagement with Feedback: A Case Study of Chinese Undergraduate Students.” Teaching in Higher Education 26 (2): 181–196. doi:10.1080/13562517.2019.1648410.
   Web of Science ®Google Scholar
• Hargreaves, E. 2013. “Assessment for Learning and Teacher Learning Communities: UK Teachers’ Experiences.” Teaching Education 24 (3): 327–344. doi:10.1080/10476210.2012.713931.
   Google Scholar
• Havnes, A. 2009. “Talk, Planning and Decision‐Making in Interdisciplinary Teacher Teams: A Case Study.” Teachers and Teaching 15 (1): 155–176. doi:10.1080/13540600802661360.
   Web of Science ®Google Scholar
• Korthagen, F., and A. Vasalos. 2005. “Levels in Reflection: Core Reflection as a Means to Enhance Professional Growth.” Teachers and Teaching 11 (1): 47–71. doi:10.1080/1354060042000337093.
   Google Scholar
• Linell, P. 2009. Rethinking Language, Mind, and World Dialogically: Interactional and Contextual Theories of Human Sense-Making. Charlote, NC: Information Age Pub.
   Google Scholar
• Molloy, E., D. Boud, and M. Henderson. 2020. “Developing a Learning-Centred Framework for Feedback Literacy.” Assessment & Evaluation in Higher Education 45 (4): 527–540. doi:10.1080/02602938.2019.1667955.
   Web of Science ®Google Scholar
• Nash, R. A., and N. Winstone. 2017. “Responsibility-Sharing in the Giving and Receiving of Assessment Feedback.” Frontiers in Psychology 8: 1519. doi:10.3389/fpsyg.2017.01519.
   PubMed Web of Science ®Google Scholar
• Ohlsson, J. 2013. “Team Learning: Collective Reflection Processes in Teacher Teams.” Journal of Workplace Learning 25 (5): 296–309. doi:10.1108/JWL-Feb-2012-0011.
   Google Scholar
• Palmer, P. J. 1993. “Good Talk about Good Teaching.” Change: The Magazine of Higher Learning 25 (6): 8–13. doi:10.1080/00091383.1993.9938466.
   Google Scholar
• Thomson, K. E., and K. R. Trigwell. 2018. “The Role of Informal Conversations in Developing University Teaching?” Studies in Higher Education 43 (9): 1536–1547. doi:10.1080/03075079.2016.1265498.
   Web of Science ®Google Scholar
• Tuck, J. 2012. “Feedback-Giving as Social Practice: Teachers’ Perspectives on Feedback as Institutional Requirement, Work and Dialogue.” Teaching in Higher Education 17 (2): 209–221. doi:10.1080/13562517.2011.611870.
   Web of Science ®Google Scholar
• Vygotsky, L. S. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
   Google Scholar
• Wertsch, J. V. 1991. Voices of the Mind: A Sociocultural Approach to Mediated Action. Cambridge, MA: Harvard University Press.
   Google Scholar
• Wittek, A. L., and T. de Lange. 2021. Kollegaveiledning i Høyere Utdanning [Peer mentoring in higher education]. Oslo: Universitetsforlaget.
   Google Scholar
• Xu, Y., and G. T. L. Brown. 2016. “Teacher Assessment Literacy in Practice: A Reconceptualization.” Teaching and Teacher Education 58: 149–162. doi:10.1016/j.tate.2016.05.010.
   Web of Science ®Google Scholar
• Xu, Y., and D. Carless. (2016) “‘Only True Friends Could Be Cruelly Honest’: Cognitive Scaffolding and Social-Affective Support in Teacher Feedback Literacy.” Assessment & Evaluation in Higher Education 42 (7): 1082–94.
   Google Scholar