108 Conclusion and discussion of the findings and implications for educational practice and for future research standard) positively affects teachers’ use of the feedback from students for improving their teaching. Such an attitude ideally will lead to a thorough analysis of the feedback data, based upon which teachers then reflect upon their lesson, interpret feedback reports so that the information fits their context, identify the aspects of their teaching they can improve, and look for information and support needed to improve those particular aspects. 2. A school in which teachers are supported and given resources to work on improving their teaching Providing support to teachers and enabling them to work on improvement based on student feedback should mean that teachers are not left alone with the feedback, but work together in a group or in pairs on the improvement of (aspects of) their teaching. In this way, teachers can help and motivate each other if, for example, they lack knowledge about how to improve a certain aspect of teaching quality, or if teachers’ motivation to improve ebbs away after some time (e.g., when the improvement of teaching does not happen directly). This requires a school organization that is focused on the professional development of teachers and a school culture in which teachers cooperate and learn from and with each other. School leaders can play an important role here. They ideally provide time for teachers to gather and they provide the tools for teachers to collect student feedback on their teaching (such as the digital Impact! tool). Such school leaders stimulate a cooperative school culture. School leaders can also foster teaching quality improvement processes by matching teachers in pairs based on evaluations of their teaching skills (e.g., high-skill and low-skill teachers could be paired to work together on improving the quality of their teaching; Papay et al., 2020), or by appointing an internal (peer school staff) or external coach who intensively works on improving teaching quality with teachers (Ericsson, 2006; van der Lans & Helms-Lorenz, 2019). 3. Discussing the feedback with students Teachers’ discussions with students about the feedback they have provided could help teachers to understand the feedback by asking clarifying questions about the data. For example, if students’ ratings show that the pace of the lesson was not good, teachers can ask students whether the pace was too slow or too fast, and for whom too slow and for whom too fast. That can help teachers to choose the right areas for improvement (Röhl et al., under review). Moreover, we know from our study presented in chapter 5 of this dissertation
RkJQdWJsaXNoZXIy MjY0ODMw