摘要：This study examined the effects of a feedback model called Peer Review of Teaching (PRT) on preservice teachers’ learning. In this model, preservice teachers (<i>n</i> = 81) participated in critical feedback on teaching demonstrations in the absence of presenters. Presented are four themes of the experience of teaching and sharing feedback including how the absence of a peer presenter impacted feedback process. Our findings suggest that teacher educators create intellectually safe and sensitive learning opportunities with critical feedback for preservice teachers to engage in a professional practice of peer assessments.
