Collaborative Feedback Research Articles

Collaborative Feedback in Enhancing Master Level English Specializing Students’ Instructional Skills

This study was conducted after identifying problems in the micro-teaching activities of M.Ed. fourth-semester English specializing students studying at Central Department of Education, Tribhuvan University in 2078 and 2079. The majority of the students had weaknesses in lesson planning, presentation, material selection, teaching strategies, text development and evaluation. As the internal supervisor, I proposed using collaborative feedback to address these issues. The study aimed to assess the effectiveness of collaborative feedback in improving students' instructional skills and engagement. Using a Participatory Action Research (PAR) design and involving 22 students in nine rounds of micro/peer teaching, data were collected through peer/teacher evaluations, classroom observations of each student, and Focus Group Discussions (FGDs). The data were analyzed thematically. The findings indicate that collaborative feedback helped students identify their areas of strengths and weaknesses in presentation skills, classroom interaction, and material construction and use leading to better lesson planning, teaching strategies and overall teaching skills. Collaborative feedback offered opportunities for learning from others, increased motivation and receptivity to feedback.

Challenges to ethical public engagement in research funding: a perspective from practice.

European research funding organizations (RFOs) are increasingly experimenting with public engagement in their funding activities. This case study draws attention to the challenges they face in preparing, implementing, and evaluating ethical public engagement in the context of setting funding priorities, formulating calls for proposals, and evaluating project proposals. We discuss challenges related to seven themes: (1) recruiting participants; (2) commitments and expectations; (3) meaningful dialogue and equal engagement; (4) accommodating vulnerability; (5) funding call formulations; (6) lack of expertise in engagement ethics; and (7) uncertainty, resource constraints, and external factors. To address these challenges, we propose the following seven interventions: (1) developing comprehensive recruitment strategies with experienced recruiters and community organizations; (2) establishing clear communication of roles, expectations, and outcomes through codes of conduct; (3) training mediators to address power imbalances; (4) designing flexible engagement methods and providing tailored support; (5) implementing collaborative feedback loops for inclusive funding call formulation; (6) enhancing ethical standards through internal expertise and external advisory inputs; and (7) developing adaptive strategies for flexible and ethical public engagement. These recommendations emphasize the need for context-adaptive insights to support funding organizations to implement ethical public engagement activities, even when faced with organizational constraints and a lack of ethical expertise.

An Automated Word Spelling Error Detection System

Accurate spelling has extensive consequences for written communication's clarity, credibility, and general effectiveness in several contexts, including academic and professional writing and personal communications. The frequency of spelling errors has increased significantly recently, mainly owing to the widespread use of digital media and society's dependence on written communication. Misspelled words can diminish the reliability of written correspondence and result in misinterpretations. Hence, there is an urgent requirement for an innovative and advanced solution to improve the identification of spelling errors. This research seeks to address these challenges and develop a system that significantly enhances the quality of written communication by improving the accuracy and relevance of spelling error detection and correction suggestions. According to this study, the implemented model is a promising technique to correct spelling problems in legal terminology, has been praised for its effectiveness and usability. Its recommendations include continuous research and development, improving its ability to use contextual cues and domain-specific information for error correction, emphasizing user-centric customization, implementing collaborative feedback systems, offering extensive training and support, prioritizing ethical and regulatory considerations, and fostering interdisciplinary collaboration. These suggestions aim to optimize the Spello model's performance, resilience, and scalability, and make it a fundamental technology in promoting accuracy, integrity, and accessibility in the legal profession and society. The model can become a fundamental technology in promoting accuracy, integrity, and accessibility in the legal profession and society through combined efforts and collaboration.

Preparing preservice secondary science teachers to work with multilingual learners’ ideas: A case study of a community of practice using the TeachLivE™ virtual classroom

In this case study, we investigated how interdisciplinary teacher educators collaborated as a Community of Practice (CoP; n = 3) to support secondary science PSTs (n = 7) learning how to work with multilingual learners’ science ideas using a tri-focal instructional approach in the simulated classroom, TeachLivE™. Data sources included audio/visual recordings of TeachLivE™ sessions and a PST reflection survey. Findings showed the PSTs need continued support to implement the tri-focal approach and received collaborative feedback from the CoP. The PSTs appreciated the authentic context interacting with multilingual learners and the coaching sessions in TeachLivE™. Implications for future research and TeachLivE™ practices are discussed.

S06-2: Moving Cancer Care: The importance of exercise during and after a cancer treatment

Abstract Purpose Literature is recognizing exercise in cancer as a promising therapeutic tool. Authors have shown that exercise could prevent health deterioration, reduce the risk of comorbidities, and improve overall quality of life. Despite this, few cancer patients participate in exercise programs. In this study, we identify barriers and solutions for cancer patients and professionals in promoting exercise. We investigate patient motivations, enhance professional roles (assess, motivate, refer) and identify optimal exercise programs. Methods We used a human-centred design research, an iterative approach that focuses on understanding and addressing the needs of the field. For this, we first reviewed the international literature and specifically mapped the situation in Flanders (Belgium). We used qualitative (face-to-face interviews, focus groups, online survey) and quantitative (parameter registration) methods among cancer patients (39) and health/exercise professionals (36). In the second phase, our goal was to address the issue through collaborative feedback and partnership with the professional field. This resulted in the creation of practical tools, allowing professionals to assist cancer patients more effectively in their exercise routines. Results Patients and professionals commonly face barriers related to exercise resistance (e.g. lack of motivation) and limited referral pathways. Patients also express concerns about the location of exercise programs and susceptibility to external factors (e.g. weather conditions). While health and exercise professionals contend with challenges such as limited professional knowledge and organizational barriers, including an overloaded workload. When developing exercise programs, it is important to incorporate proven design criteria from previous research. These include the use of behaviour change models, adherence to evidence-based exercise standards, and the provision of guidance and follow-up throughout the program. Conclusions This research highlights the urgent need for a paradigm shift in cancer care, advocating not only more appropriate exercise programs, but also the integration of exercise coaching into the standard care pathway for all cancer patients. The inspirational book and practical guidelines elaborated serves as valuable resources for health and exercise professionals and aims to promote physical activity during cancer treatment. This project aims to contribute to the future of care, envisioning sustainable physical rehabilitation beyond the traditional hospital setting

A Road Map of Prompt Engineering for ChatGPT in Healthcare: A Perspective Study.

Generative AI models, such as ChatGPT, have significantly impacted healthcare through the strategic use of prompts to enhance precision, relevance, and ethical standards. This perspective explores the application of prompt engineering to tailor outputs specifically for healthcare stakeholders: patients, providers, policymakers, and researchers. A nine-stage process for prompt engineering in healthcare is proposed, encompassing identifying applications, understanding stakeholder needs, designing tailored prompts, iterative testing and refinement, ethical considerations, collaborative feedback, documentation, training, and continuous updates. A literature review focused on "Generative AI" or "ChatGPT," prompts, and healthcare informed this study, identifying key prompts through qualitative analysis and expert input. This systematic approach ensures that AI-generated prompts align with stakeholder requirements, offering valuable insights into symptoms, treatments, and prevention, thereby supporting informed decision-making among patients.

Streamlining Faculty Evaluations: A Web-Based System for Enhanced Efficiency and Data-Driven Insights

Faculty evaluation is critical for improving teaching and student learning. Traditional methods, often reliant on student surveys, lack detail, and miss perspectives. This paper explores a Web-based Faculty Evaluation System (WFES) that leverages collaborative feedback to enhance teaching quality. The proposed WFES goes beyond traditional methods by incorporating multiple sources. It facilitates online student feedback through targeted surveys, self-reflection tools, and potentially integrated peer observation. This enriches the evaluation process with diverse viewpoints. A key benefit is efficient data collection. Online surveys and self-reflection tools reduce administrative burdens and streamline evaluation. Data analysis can identify areas for improvement, inform professional development, and target feedback for faculty. The collaborative nature fosters a culture of continuous improvement. By incorporating student, potentially peer, and self-reflection feedback, the system provides valuable insights for faculty, leading to more informed teaching practices and ultimately benefiting student learning. This research evaluates the implemented WFES using the ISO/IEC 25010 model. A web-based survey gathered feedback from a diverse group. The evaluation yielded promising results, with the WFES achieving a high overall score. However, areas for improvement in resource utilization and user interface design were identified. This research informs future development strategies to refine functionalities, enhance user experience, and ultimately strengthen faculty evaluation effectiveness.

Enhancing active learning through collaboration between human teachers and generative AI

To address the increasing demand for AI literacy, we introduced a novel active learning approach that leverages both teaching assistants (TAs) and generative AI to provide feedback during in-class exercises. This method was evaluated through two studies in separate Computer Science courses, focusing on the roles and impacts of TAs in this learning environment, as well as their collaboration with ChatGPT in enhancing student feedback. The studies revealed that TAs were effective in accurately determining students’ progress and struggles, particularly in areas such as “backtracking”, where students faced significant challenges. This intervention’s success was evident from high student engagement and satisfaction levels, as reported in an end-of-semester survey. Further findings highlighted that while TAs provided detailed technical assessments and identified conceptual gaps effectively, ChatGPT excelled in presenting clarifying examples and offering motivational support. Despite some TAs’ resistance to fully embracing the feedback guidelines-specifically their reluctance to provide encouragement-the collaborative feedback process between TAs and ChatGPT improved the quality of feedback in several aspects, including technical accuracy and clarity in explaining conceptual issues. These results suggest that integrating human and artificial intelligence in educational settings can significantly enhance traditional teaching methods, creating a more dynamic and responsive learning environment. Future research will aim to improve both the quality and efficiency of feedback, capitalizing on unique strengths of both human and AI to further advance educational practices in the field of computing.

Developing student-teachers’ interactional competence through video-enhanced reflection: a discursive timeline analysis of negative evaluation in classroom interaction

ABSTRACT This article presents a case study of a student-teacher’s change in classroom interactional practices as she engages in video-enhanced reflections and collaborative feedback encounters during her practicum in Sweden. We specifically focus on an interactional practice that can be observed in many classrooms: teachers’ use of (overt) negative evaluation (i.e. ‘No!’) that immediately follows learners’ incorrect answers. Using discursive timeline analysis (DTA), which is a combination of Conversation Analysis and Interactional Ethnography, we track the use of the focal interactional phenomenon across (1) video-recorded classroom interactions, (2) audio-recorded triadic post observation conferences, (3) student-teacher portfolios, and (4) interviews. We demonstrate that after getting video-based feedback with a video-tagging tool (i.e. VEO) and reflecting on her overuse of (overt) negative evaluation, the focal student-teacher avoids this interactional practice in her future teaching. As the analysis illustrates, this change of practice is possible thanks to data-led reflections and the evidence-based feedback that the student-teacher received. Our analysis therefore shows that reflection and feedback with a mobile video-tagging tool can facilitate increased awareness of classroom interactional practices. We argue that digitally enhanced, video-based reflections can promote teacher-learning in teacher education programmes and that using discursive timeline analysis can provide rich insights into these processes.

Abstract WP37: Way Beyond the Call: An Extended Collaborative Feedback Project With EMS

Background/Purpose: Emergency Medical Services (EMS) providers assess, treat and transport patients to destinations that provide the most appropriate emergency care. EMS provides the first crucial link in the chain of survival for patients suffering from life-threatening conditions. Stroke is a time-sensitive emergent condition which requires urgent evaluation, treatment, and expeditious transport to stroke-specialty centers. We noticed that EMS was not providing us with important information that could impact our initial stroke care. Our 21-month collaborative feedback project was created to provide EMS personnel who frequent our Emergency Department (ED) the tools necessary to administer high-quality, expeditious care. Our goal was to improve information provided to the stroke team and ED upon patient arrival by improving and sustaining three metrics by 20% within a 21-month period, by providing feedback to EMS, which include last known well time (LKWT), caregiver contact information (CCI), and mLAPSS documented (mLAPSS). Methods/Implementation: We collaborated with the Beverly Hills Fire Department (BHFD) educators from July of 2021 through March of 2023, providing a continual feedback loop for all EMS runs with an adjudication of stroke and TIA. Our feedback tool included quality metrics with benchmarks determined by the Los Angeles County EMS Agency, in conjunction with the BHFD educators and our team. We performed chart reviews and extracted data pertinent to each run. We summarized the hospital course and disposition for each patient and the feedback tool was distributed to the EMS providers for review. Data was collected and analyzed over seven quarters (Q3 and Q4 of 2021, Q1-Q4 of 2022, and Q1 of 2023, respectively). Results/Conclusions: Sustained improvements were noted in documentation. We achieved 20% improvement in LKWT (from 78% in Q3-Q4 2021, 98% in Q1-4 2022, 98% in Q1 2023), CCI collected (from 29% in Q3-Q4 2021, 75% in Q1-4 2022, 100% in Q1 2023), and mLAPSS completion was 8% improvement (from 89% in Q3-Q4 2021, 97% in Q1-4 2022, 100% in Q1 2023). An unanticipated result of this project was a halo effect of improved destination decisions from EMS. We will continue to track and trend these metrics and work closely with our colleagues in EMS.

From a Crisis Response to Feminist Talking Circles: Reconsidering Collaborative Feedback Practices in the Digital Humanities

Digital humanities (DH) scholars have examined how feminist methodologies promote inclusive practices to value all stages of the development process. DH scholars can learn from feminist educators, however, about how to extend ‘cultures of care’ in DH learning spaces around feedback processes. Centring these feminist tenets, the Technology and Digital Humanities Lab at Newcomb Institute models strategies for how mentors in DH labs and classrooms can use digital tools to adapt during and beyond crises to intentionally build cultures of care and set up supportive spaces for giving and receiving feedback. During the COVID-19 pandemic interns use Zoom to conduct their weekly meetings. While others had a negative connotation with Zoom meetings, we found that the intentional use of the platform’s sharing features created opportunities to unify our community, permitting more discussion across peers when showing their work. Over time we tailored our Zoom use to create a hybrid feminist solidarity circle to meet DH students’ learning needs. We argue through adapting our use of digital tools like Zoom, primarily introduced as a crisis response, we better entrenched our feminist tenets of equitable collaboration by creating a process that encouraged students to seek feedback more openly and on their terms.

Effect of spatial structure and aggregation state of silk fibers in fabric on strain sensing performance and mechanism

Silk has attracted attention in the development of fabric-based sensors due to its structural controllability including fabrics, yarns, fibers, etc. Among them, the distribution of fibers in the yarn has a decisive effect on the conductive network. In this work, the characteristics and performance of four carbonized silk fabric-based strain sensors by adjusting the twist of the yarn were systematically characterized. On this basis, the fabric strain fracture process was explored in depth using optical electron microscopy, structural evolution simulation and finite element analysis to research the sensing mechanisms. The results indicated that the fabric sensors composed of twisted yarns had better sensitivity (GF of 6.3) and high linearity over a wide range of strains (0.996 under 0–300 %). In addition, the sensor had the advantages of fast response time (110 ms), and high durability (5000 cycles under multi-model strains). The sensors were also able to fulfill stable and sensitive responses under torsional and bending strains. Finally, a smart sports suit was developed based on this flexible strain sensor, which provided real-time collaborative feedback on movement and physiological signals in air and underwater. Undoubtedly, this smart amphibious sports suit has broad application prospects and values for wearable electronic devices.

Quality improvement mechanisms to improve lymph node staging for lung cancer: Trends from a statewide database

ObjectiveOur statewide thoracic quality collaborative has implemented multiple quality improvement initiatives to improve lung cancer nodal staging. We subsequently implemented a value-based reimbursement initiative to further incentivize quality improvement. We compare the impact of these programs to steer future quality improvement initiatives. MethodsSince 2016, our collaborative focused on improving lymph node staging for lung cancer by leveraging unblinded, hospital-level metrics and collaborative feedback. In 2021, a value-based reimbursement initiative was implemented with statewide yearly benchmark rates for (1) preoperative mediastinal staging for ≥T2N0 lung cancer, and (2) sampling ≥5 lymph node stations. Participating surgeons would receive additional reimbursement if either benchmark was met. We reviewed patients from January 2015 to March 2023 at the 21 participating hospitals to determine the differential effects on quality improvement. ResultsWe analyzed 6228 patients. In 2015, 212 (39%) patients had ≥5 nodal stations sampled, and 99 (51%) patients had appropriate preoperative mediastinal staging. During 2016 to 2020, this increased to 2253 (62%) patients and 739 (56%) patients, respectively. After 2020, 1602 (77%) patients had ≥5 nodal stations sampled, and 403 (73%) patients had appropriate preoperative mediastinal staging. Interrupted time-series analysis demonstrated significant increases in adequate nodal sampling and mediastinal staging before value-based reimbursement. Afterward, preoperative mediastinal staging rates briefly dropped but significantly increased while nodal sampling did not change. ConclusionsCollaborative quality improvement made significant progress before value-based reimbursement, which reinforces the effectiveness of leveraging unblinded data to a collaborative group of thoracic surgeons. Value-based reimbursement may still play a role within a quality collaborative to maintain infrastructure and incentivize participation.

How do we elicit more user feedback in the social Q&A community? A consideration of the expertise-required question

PurposeThe current study aims to investigate the factors that impact the feedback received on answers to questions in social Q&A communities and whether the expertise-required question influences the role of these factors on the feedback.Design/methodology/approachTo understand the antecedents and consequences that influence the feedback received on answers to online community questions, the elaboration likelihood model (ELM) is applied in this study. The authors use web data crawling methods and a combination of quantitative analyses. The data for this study came from Zhihu; in total, 353,775 responses were obtained to 1,531 questions, ranging from 49 to 23,681 responses per question. Each answer received 0 to 113,892 likes and 0 to 6,250 comments.FindingsThe answers' cognitive and emotional components and the answerer's influence positively affect user feedback behavior. In addition, the expertise-required question moderates the effects of the answer's cognitive component and emotional component on the user feedback, moderating the effects of the answerer's influence on the user approval feedback.Originality/valueThis study builds upon a limited yet growing body of literature on a theme of great relevance to scholars, practitioners and social media users concerning the effects of the connotation of answers (i.e. their cognitive and emotional components) and the answerer's influence on user feedback (i.e. approval and collaborative feedback) in social Q&A communities. The authors further consider the moderating role of the domain expertise required by the question (expertise-required question). The ELM model is applied to explore the relationships between questions, answers and feedback. The findings of this study add a new perspective to the research on user feedback and have implications for the management of social Q&A communities.

Facilitators and barriers to the implementation of new critical care practices during COVID-19: a multicenter qualitative study using the Consolidated Framework for Implementation Research (CFIR)

BackgroundThe COVID-19 pandemic produced unprecedented demands and rapidly changing evidence and practices within critical care settings. The purpose of this study was to identify factors and strategies that hindered and facilitated effective implementation of new critical care practices and policies in response to the pandemic.MethodsWe used a cross-sectional, qualitative study design to conduct semi-structured in-depth interviews with critical care leaders across the United States. The interviews were audio-taped and professionally transcribed verbatim. Guided by the Consolidated Framework for Implementation Research (CFIR), three qualitative researchers used rapid analysis methods to develop relevant codes and identify salient themes.ResultsAmong the 17 hospitals that agreed to participate in this study, 31 clinical leaders were interviewed. The CFIR-driven rapid analysis of the interview transcripts generated 12 major themes, which included six implementation facilitators (i.e., factors that promoted the implementation of new critical care practices) and six implementation barriers (i.e., factors that hindered the implementation of new critical care practices). These themes spanned the five CFIR domains (Intervention Characteristics, Outer Setting, Inner Setting, Characteristics of Individuals, and Process) and 11 distinct CFIR constructs. Salient facilitators to implementation efforts included staff resilience, commitment, and innovation, which were supported through collaborative feedback and decision-making mechanisms between leadership and frontline staff. Major identified barriers included lack of access to reliable and transferable information, available resources, uncollaborative leadership and communication styles.ConclusionsThrough applying the CFIR to organize and synthesize our qualitative data, this study revealed important insights into implementation determinants that influenced the uptake of new critical care practices during COVID-19. As the pandemic continues to burden critical care units, clinical leaders should consider emulating the effective change management strategies identified. The cultivation of streamlined, engaging, and collaborative leadership and communication mechanisms not only supported implementation of new care practices across sites, but it also helped reduce salient implementation barriers, particularly resource and staffing shortages. Future critical care implementation studies should seek to capitalize on identified facilitators and reduce barriers.

State Space Model and Queuing Network Based Cloud Resource Provisioning for Meshed Web Systems

Functions provided by Web applications are increasingly diverse which make their structures complicated and meshed. Cloud computing platforms provide elastic computing capacities for these meshed Web systems to guarantee Service Level Agreement (SLA). Though workloads of meshed Web systems usually change steadily and periodically in total, sometimes there are sudden fluctuations. In this paper, a hybrid State-space-model-and-Queuing-network based Feedback control method (SQF) is developed for auto-scaling Virtual Machines (VMs) allocated to each tier of meshed Web systems. For the case with workloads changing steadily, a State-space-model based static Feedback Control method (SFC) is proposed in SQF to stabilize request response times near the reference time. For unsteadily changing workloads, a Queuing-network based multi-tier collaborative Feedback Control method (QFC) is proposed for effectively eliminating bottlenecks. QFC builds a control system for each tier individually and uses the queuing network to measure the interaction relationships among different tiers. Experimental results show that QFC is able to improve the efficiency of eliminating bottlenecks (decreasing upper-limit SLA violation ratios by 31.99% <inline-formula><tex-math notation="LaTeX">$\sim$</tex-math></inline-formula> 56.52%) with similar or a little bit high VM rental costs compared to existing methods while SFC obtains more stable response times for requests with reasonable additional costs.

Sustaining Education by Actualizing Affordances of Social Media Platforms During the Pandemic

This paper draws on the affordances theory and investigates the ways in which pre-service teachers are sustaining social media uptake in learning by taking advantage of the opportunities afforded by the new delivery methods during the pandemic. This research is part of a descriptive mixed methods study. A questionnaire and in-depth, qualitative interviews were used to explore pre-service teachers&amp;rsquo; perceptions of the affordances of social media platforms for learning and the actualization of those affordances. The survey and interview data were analyzed through the theoretical lens of affordance theory. The results suggest that the pre-service teachers actualized the affordances of social media by their knowledgeable use in a dynamic learning environment. The key findings are that the teachers perceived the social media applications to be flexible, useful and practical (functional affordances), bridges formal and informal learning and supported self-regulated learning (cognitive affordances), allowed pre-service teachers to assume new identities and discover learning as independent learners who had control over their learning (identity creation affordances), and fostered interaction and collaborative feedback (social affordances). Lack of guidance or lack of teacher presence was the main constraint. This research produces new knowledge and analysis and makes new theoretical contributions on the specific affordances of social media technologies. This study adds to and extends existing literature by contributing to an understanding of the actualization of the affordances of social media platforms.

C-CASE 2022: Competence to Excellence01. The Queen Bee phenomenon in Canadian surgical subspecialties: an evaluation of gender biases in the resident training environment02. Barriers to surgical peer coaching — What have we learned, and where do we go from here?03. Shared decision-making and evidence-based medicine: Pivotal or trivial to patient care in orthopedic trauma?04. Immersive virtual reality and cadaveric bone

# 01. The Queen Bee phenomenon in Canadian surgical subspecialties: an evaluation of gender biases in the resident training environment {#article-title-2} The Queen Bee phenomenon describes the behavioural response that occurs when women achieve success in a male-dominated environment, and in this

The value of systematic, iterative, video-based reflection analysis on preservice teacher actions in Kuwait: A preservice social studies teacher example

Video-based reflection analysis is an effective tool for improving teacher performance, however there is only limited knowledge regarding both how to employ it and the key factors involved. This pragmatic, qualitative research study analyzed 129 reflection forms and 43 interviews (gleaned from a cohort of preservice social studies teachers) to investigate the use of video-based reflection analysis in developing preservice teachers in Kuwait. Results suggest that using this method in the design of a well-structured learning experience with iterative reflection cycles and collaborative feedback boosts preservice teacher actions, with the key mechanisms being enhanced teacher conscious awareness, problem solving skills, self-confidence and self-regulation.

Exploring the tensions science teachers navigate as they enact their visions for science teaching: what their feedback can tell us

ABSTRACT This paper reports on inservice science teachers’ collaborative feedback to each other on videos of their classroom teaching during debrief sessions. We aimed to understand how the teachers’ feedback reflected their vision for science education and how they collaboratively identified and discussed the misalignments between their vision and actual classroom practices. Ten videos of debrief sessions involving 17 K-12 science teachers participating in a teacher leadership professional development program were analysed. The feedback captured the teachers’ reflections as they collaboratively identified issues that were important to them and attempted to resolve them together. Our initial analysis of the data led us to frame our study within the literature on critical reflection, democratic practices, and student agency in science education. The teachers had a deep awareness of the need for democratic practices and shared power in their classrooms. Their feedback, however, revealed the tensions that arose as they discussed enactments of each of these tenets in the classroom. This study contributes to the literature on feedback given among inservice science teachers and proposes a professional development model that supports teachers’ professional learning in a social and democratic setting.