van Roermund, Thea; Schreurs, Marie-Louise; Mokkink, Henk; Bottema, Ben; Scherpbier, Albert; van Weel, Chris
BACKGROUND Currently, one of the main interventions that are widely expected to contribute to teachers' professional development is confronting teachers with feedback from resident evaluations of their teaching performance. Receiving feedback, however, is a double edged sword. Teachers see themselves confronted with information about themselves and are, at the same time, expected to be role models in the way they respond to feedback. Knowledge about the teachers' responses could be not only of...[Show more]
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