Resumo

MALDONADO-FUENTES, Ana Carolina  e  ESCOBAR MARAMBIO, Cristofer Esteban. Use of Vignettes to Explore Prior Knowledge on Feedback in Initial Teacher Training. Pág. Educ. [online]. 2025, vol.18, n.1, e4167.  Epub 01-Jun-2025. ISSN 1688-7468.  https://doi.org/10.22235/pe.v18i1.4167.

Training teachers with specific knowledge for effective feedback use is a significant challenge. This study aimed to characterize the prior knowledge about feedback that future teachers possess upon entering initial teacher training. Using an instrumental case study design and convenience sampling, a descriptive, cross-sectional study was conducted with the voluntary participation of 227 newly admitted pedagogy students. A vignette-based questionnaire was applied, presenting a hypothetical situation illustrating the delivery of feedback comments. A primarily inductive content analysis was performed following an internal consistency check. The results indicate that just over 50% of participants were able to critically assess the described feedback practice, while between 24% and 31% provided relevant comments on the dilemma based on three key areas of interest: goal setting ("Where am I going?"), progress evaluation ("How am I doing?"), and improvement strategies ("What are my next steps?"). The findings highlight that feedback remains a crucial area for professional teacher development, requiring further reinforcement through activities that strengthen pedagogical and practical knowledge

Palavras-chave : educational assessment; feedback; initial teacher training; vignettes.

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