Consequential feedback as a mechanism of action in educational leadership simulations
Bibliographic Data
| ID | 19378232 |
|---|---|
| Authors | Yaniv Gat (0000-0002-0029-7049, Faculty of Education, Beit Berl Academic College, corresponding author), Kathleen M Quinlan (0000-0003-3606-4148, London South Bank University), Edd Pitt (0000-0002-7475-0299, Curriculum and Educational Development Team, University of Kent) |
| Year | 2026 |
| Pages | 1-18 |
| Publication date | 2026-04-11 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602938.2026.2653880 |
| OpenAlex | W7153609806 |
| Language | EN |
| Citations received | 1 |
| References cited | 24 |
Evaluative feedback offered by experienced mentors is known to be essential in developing educational leadership, particularly via simulation exercises. However, the role of consequential feedback – naturally arising information about the consequences of learners’ actions – has been overlooked as a mechanism in simulation-based learning in teacher education, though it is beginning to be recognised in simulation studies in other professional development fields. We trace how consequential feedback in educational leadership simulations supports educators’ understanding of conflict resolution processes. Twenty in-service teachers enrolled in a master’s level course on educational leadership participated in 10 role play simulations based on real-world dilemmas brought by participants and acted by class members. Focusing on three role-play scenarios, associated debriefings and participant reflections, we analyse how consequential feedback underpins learning about how to navigate situations that demand effective conflict resolution. By clarifying consequential feedback mechanisms, this study contributes to a richer theoretical understanding of feedback as a driving force in simulation-based learning for professional development, while supporting the design of simulations that intentionally embed consequential feedback
Action research · Educational leadership · Higher education · Instructional leadership · Education, Leadership, and Health Research · Innovative Teaching Methodologies in Social Sciences · Team Dynamics and Performance
Conditions that enable effective feedback
Developing evaluative judgement
Formative assessment and the design of instructional systems
Quality of Feedback in Higher Education
A systematic scoping review and textual narrative synthesis of physical and mixed‐reality simulation in pre‐service teacher training
‘How can we help the students learn?’ A grounded theory study of simulated participants as educators
Simulation-Based Learning in Higher Education
The power of internal feedback
Empowering agency through learner-orchestrated self-generated feedback
Evaluative feedback isn’t enough
Getting Inside Rehearsals
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |