Exploring Peer Feedback Behaviour in Online Teaching Practice Classroom: Case of Learning Design

Abstract

This study aims to explore teachers’ peer feedback behaviour in online teaching practice classes. Qualitative research was conducted on 32 physics teachers who conducted a teacher professional curriculum. Data were gathered through interviews, observations, and online discourse archives. Six steps were taken in analysing the data: preparing and organising data, exploring data, developing themes, representing findings, interpreting findings, and validating the accuracy of the findings. The results showed that peer feedback behaviour focused on learning design content and teachers’ performance. Peer feedback connects teachers’ ideas with those of their colleagues, open-mindedness, and encourages reflective thinking. This study realises peer feedback is a mutual dialogue to enhance teachers’ pedagogical competence in teacher professional curricula.