Redefining teacher roles within the PCK framework with regard to feedback skills

Document Type : Original Article

Authors

1 Phd Graduated of Curriculum Planning, Faculty of Psychology and Educational sciences, Allameh Tabataba'i University, Tehran, Iran.

2 Associate Professor in Department of Curriculum Planning, Faculty of Psychology and Educational sciences, Allameh Tabatabaei University, Tehran, Iran.

3 Associate professor in Department of Educational Science, Faculty of Human sciences, Shahid Rajaee Teacher Training University, Tehran, Iran.

Abstract

Background and Objectives: This study aims to analyze and redefine teacher roles within the framework of pedagogical content knowledge (PCK) with a special emphasis on feedback skills. The main goal is to provide a comprehensive and operational model for teacher roles that can facilitate effective teaching, deep learning, and improved emotional and cognitive interactions in the classroom. Methods: This study, with a qualitative approach, is a synthesis study and analyzes existing research literature. In the first step, 47 relevant articles published between 2007 and 2024 were selected using criteria such as mentioning the keyword feedback, relevance to the field of education, and availability of full text. After screening, 33 articles were reviewed for more in-depth analysis. The analyses were conducted based on the PCK framework and focused on the key roles of teachers in the teaching-learning process. Findings: The findings also showed that effective feedback not only helps improve students' performance, but also strengthens their critical thinking, self-regulation, and self-confidence, and provides a supportive environment for learning. Conclusion: Studies have shown that the roles of the teacher are as an analyst of learning conditions, a designer and organizer of educational content, a facilitator of learning and problem solving, and a feedback giver. These roles are placed within a feedback-centered cycle. This cycle leads to improved learning quality.

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