Abstract
This study explored the gap between teachers' perceptions of their teaching practice and students' abilities to describe their learning accurately. Using the Verso software as a reflective feedback tool alongside a personalised professional learning program, the research aimed to bridge this disconnect. Post-implementation, student feedback indicated heightened self-awareness and improved metacognitive skills. The Verso software prompted students to engage with their learning introspectively, enabling learners to develop increasingly accurate self-reflective and metacognitive skills. The findings highlight the potential of technology in enhancing professional learning and instructional efficacy.
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