Crossmark

Promoting Pre-Service Teachers’ Evidence-Informed Reasoning Through Peer-Feedback: Effects of a Feedback Provision Scaffold and a Feedback Integration Scaffold

Crossref DOI link: https://doi.org/10.1007/s11251-025-09745-4

Published Online: 2025-09-02

Update policy: https://doi.org/10.1007/springer_crossmark_policy

Authors

Hornstein, Julia https://orcid.org/0009-0002-9173-5776
Greisel, Martin https://orcid.org/0000-0002-9586-5714
Kollar, Ingo https://orcid.org/0000-0001-9257-5028
Funding

Funding for this research was provided by:

Universität Augsburg
License Information

Text and Data Mining valid from 2025-09-02

Version of Record valid from 2025-09-02
More Information

Article History

Received: 12 July 2024

Accepted: 12 August 2025

First Online: 2 September 2025

Declarations

:

: The authors declare they have no financial interests.

: Ingo Kollar is member of the editorial advisory board for Instructional Science.

Document is current

Any future updates will be listed below