Abstract—This paper reviews the development of peer
coaching in primary schools with a focus on how children
respond to feedback. Research shows that feedback can play a
powerful part in children’s learning but it is less clear why some
children respond well to feedback whilst others may not. The
objective of this research was to explore how primary school
children respond to feedback and what influences their
decisions to act on feedback received. Thematic Analysis is used
to explore how 28 primary school children (10-11 year-olds)
responded to feedback following a peer coaching activity.
Findings suggest that a positive response to feedback was
associated with: feeling valued and building on strengths;
verbal feedback being preferable to written feedback; specific
feedback being most helpful with; and being able to understand
the feedback provided.
Index Terms—Coaching, feedback, primary schools, children,
thematic analysis.
Linda Dorrington is with the University of East London, United Kingdom
(e-mail: lcdorrington@gmail.com).
Cite: Linda Dorrington and Christian van Nieuwerburgh, "The Development of Peer Coaching Skills in Primary School Children: An Exploration of How Children Respond to Feedback," International Journal of Information and Education Technology vol. 5, no. 1, pp. 50-54, 2015.