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Related Experiment Video

Updated: May 9, 2026

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Published on: August 29, 2025

Qualitative study about the ways teachers react to feedback from resident evaluations.

Thea van Roermund¹, Marie-Louise Schreurs, Henk Mokkink

¹Department Primary and Community Care, Radboud University Nijmegen Medical Centre, Nijmegen, Route number 166, Postbus 9101, Nijmegen 6500 HB, The Netherlands. T.vanroermund@elg.umcn.nl

BMC Medical Education

|July 23, 2013

Summary

Teachers’ responses to feedback are crucial for professional development and role modeling. Understanding how educators accept and cope with evaluation results can enhance teaching practices and support their development as role models.

Related Experiment Videos

Last Updated: May 9, 2026

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Published on: August 29, 2025

Area of Science:

Educational Psychology
Teacher Professional Development

Background:

Teacher professional development often involves feedback from resident evaluations.
Feedback is a critical yet complex aspect of teacher growth, influencing both self-perception and role modeling.
Understanding teacher responses to feedback is vital for effective professional development.

Purpose of the Study:

To explore how teachers respond to feedback from resident evaluations.
To investigate the role of acceptance and coping strategies in teachers' reactions to feedback.
To examine the implications of teacher feedback responses for their professional development and role modeling.

Main Methods:

A qualitative study employing semi-structured individual interviews.
Systematic analysis of conversations about feedback reports using qualitative research software.
Data were categorized into themes of conversation process, acceptance, and coping strategies.

Main Results:

Teachers generally accepted feedback calmly, acknowledging some points while noting limitations.
Common coping strategies included justifying results based on personal teaching beliefs and external attributions.
Some teachers recognized personal shortcomings in specific instances, attributing them to not performing optimally.

Conclusions:

Feedback effectiveness is significantly influenced by the recipient's reception.
Acceptance and role modeling are key elements in how teachers process feedback.
Teachers may not initially recognize their role-modeling behavior when responding to evaluations, highlighting a need for awareness.