Peer review in the teacher education internship: From experience towards an integrated model

Author/s Ettore Felisatti, Anna Serbati, Pietro Tonegato, Mariacristina Calogero, Gilberto Ferraro, Roberta Focchiatti, Laura Grigolato, Enrica Polato
Publishing Year 2019 Issue 2019/1
Language Italian Pages 11 P. 92-102 File size 395 KB
DOI 10.3280/EXI2019-001006
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The paper presents the structure of the peer-review activities (Grion, Ser-bati, Tino, & Nicol, 2017) planned during the internship for Pre-service Teacher Education students at the University of Padova. These activities refer to the current a.a. 2018-2019 and will continue in the next academic years, too. Recent research on peer-review shows how this approach fosters students to take an active role in their learning, reflecting on their own assign-ments, reinforcing knowledge and skills, learning by sharing and compar-ing perspectives with peers at different levels, developing assessment and self-assessment skills (Nicol, 2013, 2014, 2018). In the initial development of the teacher’s professionality, the importance of writing - interpreted as an exercise for planning, documenting, reflect-ing - is emphasised, because it represents an opportunity for students to understand and elaborate a personal meaning related to the experience that they live in the school context. In a.a. 2017-2018 a first pilot project with 6 groups of students during their 4th and 5th-year was carried out, asking students to peer review in-ternship projects mutually. This experience confirmed the importance of reflective writing about the main aims of the internship. Fundamental elements to carry out peer-review activities for the intern-ship were then specified, defining purposes, structure and implementa-tion during the internship years. The procedure identified for 4th-year students includes: drafting an as-signment concerning the internship experience, reviewing peers’ work including one high-quality assignment exemplar, writing inner feedback after reviewing, participating to a final collective reflection, in order to update the personal assignment towards the final drafting and submis-sion.

Keywords: Peer-review, peer feedback, internship, assessment, self-assessment

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Ettore Felisatti, Anna Serbati, Pietro Tonegato, Mariacristina Calogero, Gilberto Ferraro, Roberta Focchiatti, Laura Grigolato, Enrica Polato, Peer-review per il tirocinio: un’esperienza con studenti di scienze della formazione primaria verso un modello integrato in "EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING" 1/2019, pp 92-102, DOI: 10.3280/EXI2019-001006