109 6 that students really appreciate it when teachers discuss the student feedback with them. It shows students that the teacher really values and uses the feedback they give for professional development, which may motivate students to provide accurate, honest feedback in follow-up feedback occasions (Bracken & Rotolo, 2019). In addition, discussing the student feedback may create a shared goal: both teachers and students feeling responsible for the quality of the lesson. Inviting students to analyse their classroom experiences with an eye towards improving certain areas of their lessons might contribute to greater engagement among students. Teachers’ motivation to improve and attitudes towards student feedback, combined with a school culture in which teachers cooperate and learn from and with each other and where teachers are encouraged to discuss the student feedback with their class, may form a good basis for improving teaching quality. However, this is easier said than done. In the next section, we point to implications for practice so that the improvement processes match what is possible within the context of schools. 6.4 IMPLICATIONS FOR PRACTICE Based on what we know, collecting student perceptions of teaching quality in schools can be an informative, cost-effective way to obtain feedback on teaching quality. However, to effectively use student feedback in schools for the development of teaching, we suggest not collecting student perceptions of teaching quality as a stand-alone event for individual teachers. Collecting student perceptions and feeding back the results to teachers in our view can best be done as part of a whole-school developmental program in which all teachers (or, for example, all teachers in a particular subject department) work on improving the quality of their teaching (Speckesser et al., 2018). In this way, teachers can collaborate on analysing and interpreting the feedback data, look for possible areas in their teaching that need improvement and determine together what interventions are promising to achieve the intended goals. As described earlier, a school coach can be helpful in a whole-school developmental program. This can be a teacher who is appointed by the school leader as an internal coach, or an external coach. Such a coach can help teachers identify areas of improvement, supervise the individual or collective improvement-oriented actions, and organize and chair meetings that address the improvement of teaching quality.
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