Schülerrückmeldungen zum Unterricht von Lehramtsstudierenden

In practical training phases, feedback on their professional actions represents a central learning and reflection opportunity for teacher education students. To reflect on their own teaching practices, students can, during their practical phases – in addition to feedback from mentors – also seek feedback related to their teaching from the learners. This mixed-methods study focuses on the conditions and outcomes of using student feedback on teaching for the professional development of prospective teachers during their practical semester. For this purpose, questionnaire data from the ScRiPS project is utilized, and qualitative interviews are conducted. Overall, the exploratory investigation reveals various potentials of using student feedback during the practical semester, but also highlights the associated challenges. To enhance the benefits of student feedback in terms of democratic teaching design and development, training concepts to promote learners' feedback competencies should be developed and evaluated.