85 5 5 Factors influencing teachers’ use of digital student feedback to improve their teaching Abstract In this study, teachers’ (n = 8) and students’ (n = 21) perceptions of the influence that factors known to affect data use in general have on teachers’ use of digital student feedback to improve their teaching were explored by means of semi-structured interviews. In addition, a comparative case study was conducted to compare two teachers regarding their own and their students’ perceptions of teaching quality (n = 4). The quality of one of the two teacher’s teaching had improved after receiving digital student feedback, the quality of the other teacher’s teaching had not. The findings show that according to teachers and students the following factors were important for teachers’ use of digital student feedback to improve their teaching: a positive but critical teacher attitude towards student feedback, discussing student feedback with students, a school leader’s support in the improvement process, teachers’ motivation and willingness to improve teaching quality and their perceived need for external support. Based on: Bijlsma, H. J. E., Keuning, T. & Visscher, A. J. (submitted). Factors influencing teachers’ use of digital student feedback to improve their teaching.
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