Developing feedback literacy in in-service teachers
Advancing self-regulated learning and professional growth
Bibliographic Data
| ID | 21494580 |
|---|---|
| Authors | Rida Afrilyasanti (0000-0002-0049-1490, State University of Malang, corresponding author), Suharyadi Suharyadi (0000-0002-8842-0004, State University of Malang), Rika Wijayanti (State Polytecnic of Malang, Malang, Indonesia) |
| Year | 2026 |
| Volume | 52 |
| Issue | 2 |
| Pages | 267-285 |
| Publication date | 2026-03-15 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Education for Teaching International Research and Pedagogy (JOURNAL) |
| Journal identifiers | ISSN: 0260-7476 • E-ISSN: 1360-0540 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02607476.2025.2584019 |
| OpenAlex | W4416146238 |
| Language | EN |
| References cited | 34 |
The study examines how feedback exchange fosters self-regulated learning (SRL) in in-service teacher professional development (TPD), focusing on five novice teachers. Specifically, it investigates how feedback from peers and instructors shapes their professional growth, both cognitively and emotionally. Using observations, questionnaires, reflective journals, and interviews, the study explores teachers’ challenges and progress in applying feedback to refine their teaching practices. By addressing the often-overlooked emotional and cognitive dimensions of feedback literacy, this research fills a gap in prior studies that primarily emphasise its technical aspects. The findings highlight the need for a sustainable feedback culture that empowers educators, enhances reflective practice, and supports collaborative professional development. This study contributes to theory by deepening our understanding of feedback’s role in fostering SRL and professional growth while providing practical insights for designing effective teacher certification and TPD programmes
Adult literacy · Continuing professional development · Faculty Development · Literacy · Professional development · Reflective Practices in Education · Student Assessment and Feedback · Teacher Education and Leadership Studies
Conceptualizing feedback literacy
Do Secondary L2 Writers Benefit from Peer Comments?
From Preparation to Practice
Self-Regulated Learning and Academic Achievement
From teacher transmission of information to student feedback literacy
Teacher feedback literacy and its interplay with student feedback literacy
Self–regulatory learning theory as a lens on how undergraduate and postgraduate learners respond to feedback
Can we meet their expectations? Experiences and perceptions of feedback in first year undergraduate students
Examining the nature and effects of feedback dialogue
Self-assessment is about more than self
Assessment for learner self‐regulation
What feedback literate teachers do
Rethinking feedback practices in higher education
Supporting student and teacher feedback literacy
Multilingual interventions in feedback
Novice teachers’ appraisal of expert feedback in a teacher professional development programme in Chinese vocational education
Mentoring beginning teachers
Beginning teachers’ expectations of teaching
Teachers resilience
The development of student feedback literacy
Student differences in self-regulated learning
The Power of Feedback
Formative assessment and self-regulated learning
| Citation velocity | historical |
|---|---|
| Highly cited | No |