The focus of this research is pre-teachers’ attitudes toward peer feedback in a wiki learning environment and its relation to their self-esteem. Results indicate that women find it harder to give and receive feedback. Men agree more with statements that represent high self-esteem. Women agree more with statements which represent lower self-esteem and learning from others. A correlation exists between self-esteem and readiness to give and receive feedback. Self-esteem has a gender-related influence on the willingness to give and receive feedback. Gender influences the tendency to pass the responsibility for feedback to the lecturer. This paper discusses the implication of these findings, as they relate to the education system with its majority of female teachers. We discuss the influence of these findings on the preparedness of the system to embrace meaningful learning based on critical thinking and constructive feedback, which are based on self-confident teachers and willingness to give and receive feedback, both from students and teachers. In conclusion, we discuss the following issues: How well do colleges prepare teachers for the task of building evaluation processes that include critical thinking and feedback both from peers and students? Does teacher training stress women's empowerment, taking into consideration their tendency of lower self-efficacy and its influence on the readiness to give and receive feedback? Is it right to take these aspects into consideration while testing suitability for a teaching career?
Yehuda Peled, Western Galilee College, Israel
Rakefet Sharon, Ohalo College, Israel
Stream: Technology and Society: Technologies
This paper is part of the ACSET2014 Conference Proceedings (View)
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