Peer feedback and reflection in preservice teacher education: examining changes in attitudes and practices among German and American teacher candidates

Reflection and peer feedback are important components within teacher education programs (TEPs) as they can facilitate connections between preservice teachers’ (PSTs) knowledge of theory with practical application in the classroom. However, their effectiveness within TEPs has been shown to vary based on the structures and supports in place to facilitate growth and development. This study examined PSTs’ perceptions of reflection and peer feedback as well as changes in self-reflective capacity over time. Participants included six German PSTs and three American PSTs, with each group originating from one German TEP and one U.S. TEP, respectively. Drawing on data from a questionnaire, three teaching episodes, and interviews, the research identified shifts in beliefs and attitudes, and the findings included evidence of growth, noting the impact of the quality of peer feedback as potentially influencing progress. Implications include the necessity of integrating systematic reflection and peer feedback processes into teacher education programs, including longitudinal support and structured training for PSTs, to enhance reflective practice and professional vision.