VIETTESOL INTERNATIONAL CONVENTION 2025

Teacher-to-teacher (T-T) feedback plays a pivotal role in supporting teacher professional development (TPD). However, there is a paucity of research on T-T feedback practices and their influence on teacher education, particularly within Vietnamese school settings. This study, therefore, is motivated to explore how in-service school teachers engage in T-T feedback practices and how teachers perceive the impacts of T-T feedback on their professional growth. Data were gathered through online questionnaires distributed via Google Forms. Descriptive statistics were used to analyze the quantitative data, while content analysis was employed to interpret qualitative responses. The findings show that T-T feedback was commonly practiced among the surveyed teachers across different school levels, with most teachers engaging in both giving and receiving T-T feedback. Additionally, T-T feedback was perceived as valuable for enhancing reflective and instructional practices, teacher collaboration, self-efficacy, job satisfaction, student achievement, and ongoing professional growth. However, perceptions concerning its role in developing leadership capacity varied, possibly due to teacher confidence levels or school cultures. To fully leverage T-T feedback as a tool for sustainable professional development, the study highlights the need to cultivate a trusting and open culture and to provide professional learning opportunities that enhance teachers’ skills and confidence in T-T feedback practices.
Keywords: teacher-to-teacher (T-T) feedback, feedback practices, impacts of feedback, teacher professional development (TPD), in-service school teachers