81 4 Figure 4.7 Predicted values of teachers’ teaching quality scores plotted against date. 4.5 CONCLUSION AND DISCUSSION 4.5.1 Conclusion When using smartphone-assisted student feedback, teachers recognized where there was room for improving their lessons (hypothesis one confirmed). Teachers did not seem to reflect more on their lessons in response to the smartphone-assisted student feedback (hypothesis two rejected). With regard to hypothesis three (which was confirmed), teachers in this study undertook improvement-oriented actions outside their lessons. They mostly reported that they had looked at the feedback, followed by “I have discussed the feedback with students” and “I have discussed the feedback with colleagues.” Teachers also undertook improvement-oriented actions during their lessons in response to the tool feedback. The number of actions varied per aspect of teaching (e.g., actions related to “clear instruction” were mentioned more than actions related to “good student–teacher interaction”). Hypothesis four can be rejected, as the scores for the quality of teachers’ teaching initially improved slightly, but after some time they capriciously dropped back to the initial level.
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