95 5 you say this and why did you say that? That way, the teacher knows what he did right and wrong. It provides some clarif ication for the teacher. For teachers, in turn, the feedback became clearer if they discussed it with the students. According to f ive out of the eight teachers, this helped them to understand digital student feedback better and to use it to improve the quality of their teaching. Three teachers reported that they looked at the digital feedback and reflected on their own actions during class. Five teachers reported that they discussed their (use of) student feedback with colleagues. Teacher LKR04 stated: “I have talked with other colleagues about the digital student feedback. If something did not go well in class, I discuss it with everyone. (…). I ask colleagues: How would you do this? And how would you handle this?” These actions by teachers were all aimed at analysing, interpreting, and reflecting on the digital data (as was stated in the theoretical framework of this study). In a previous study into the Impact! tool, we looked at teachers’ efforts to improve their teaching in class based on the digital feedback (see chapter 4 of this dissertation). 5.4.3 Characteristics of the school context According to five out of the eight teachers, a school atmosphere in which giving, receiving and (collectively) using feedback is normal is important for the use of digital student feedback. Teacher LKR08 explained: “For many teachers, it feels very unsafe to know what a colleague thinks of your lessons, let alone what students think of their lessons. You need to eliminate that unsafety.” Support, such as from an external coach or a colleague, was seen as equally important for using digital student feedback data to improve teaching quality. For example, teacher LKR01 stated: “In addition to the feedback that gives insight into your strengths and weaknesses, you specifically need a one-onone coach to guide your improvements.” According to three teachers, sharing and comparing student teaching quality ratings with other colleagues also positively influences the use of student feedback. Teacher LKR02 said: “It would be an ideal culture if you could be open with colleagues and discuss the digital student feedback with each other.” According to four out of the eight teachers, the role of the school leader is mainly to schedule time, provide materials (e.g., a feedback system or questionnaire) and to facilitate support (e.g., coaching by an (external) coach or offering courses to teachers). Teachers explicitly said that the role of the school leader is not to judge or assess teachers based on the digital student feedback (this will result in a psychologically unsafe situation),
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