76 Does smartphone-assisted student feedback affect the quality of teachers’ teaching? approach” (e.g., aspects 1 and 14). Aspects 11, 12 and 13, which relate to “clear instructional approach” as well as to “well-organised and structured classroom management”, were reported the same number of times at M1, M2 and M3. When comparing figures 4.3 and 4.4, it can be seen that aspects of teaching related to “good student–teacher interaction” and “well-organised and structured classroom management” were reported by teachers as areas where they saw opportunities for improvement, and they were reported by teachers as aspects they attempted to improve during their lessons (e.g., aspect 9 at M2 and M3). This was also the case with aspects mainly related to “clear instructional approach” (e.g., aspects 1, 4, 5 and 14). Figure 4.3 The perceived areas for improvement reported by teachers in the experimental group (percentage of teachers) at the three measurement moments. %
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