Physical and Psychological Factors Inhibiting the Use of Technological Devices in the Development of Collaborative Feedback in the Reflective Practice amongst Trainee Teachers
Much importance has been attached to the promotion and development of a collaborative form of feedback in the context of reflective practice. Two main conclusions from relevant studies are that collaborative feedback contributes to the development of reflective practice, and that the predominant structure of feedback practice has not engendered the development of collaborative feedback (Copland 2008, Copland, Ma and Mann 2009 and 2010, Edge 2005, Alexander 2005, Ade-Ojo and Sowe, 2011). Responses to these conclusions have varied. While some studies have explored the underpinning drivers of feedback in reflective practice (Copland 2008, Edge 2005), others have looked at the processes and physicality of the structures that can support the development of a collaborative approach to feedback (Sowe and Ade-Ojo 2011, Mula 2009, Dyke, Harding and Lajeunesse, 2006). With the latter, one of the more common areas that has been explored is the use of technological devices such as video and digital recordings.
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