THE ROLE OF STUDENT FEEDBACK AS A SOURCE OF TEACHER REFLECTION

The present study aims at investigating the role of student feedback as a source of teacher reflection. Four teachers at a selective high school in İstanbul, Turkey were selected on voluntary basis. A semi-structured focus group interview was carried out with the teachers to uncover their beliefs and perceptions about professional development, reflective teaching, and student feedback triggering reflection. They were then asked to have their students in one of their classes to write reflective papers in which they made comments and offered suggestions about their teachers’ practice. Teachers read these papers, and underlined the comments they thought useful and would apply in their classes. Depending on these, a separate observation checklist was prepared for each teacher. Finally teachers were observed in three different sessions to see if they really did the changes they said they would. Results showed that when teachers are willing to change, and realize weaknesses, they are open to their students’ suggestions, and that student feedback can be an effective tool to increase teacher and student motivation.