IN-PERSON Prague Research & Teaching Conference
Abstract
The Instructor Training in Police Operations Centers program at the Norwegian Police University College includes three to four sessions, each lasting fourteen days. Peer feedback is a central part of these sessions, aimed at further developing teaching practices. This study explores how peer feedback, particularly in relation to a written teaching plan, can be improved. The research question was: What are students’ experiences with giving and receiving peer feedback on written assignments? As part of the third session, students were asked to write reflections on their experiences with giving and receiving peer feedback. Based on 17 anonymized reflection papers, we analyzed student insights across three themes: receiving feedback, giving feedback, and listening to others provide feedback on assignments they had reviewed or intended to review. Key findings revealed that many students felt unqualified to give meaningful feedback, and they feel it challenging not to hurt their fellow students. However, they also reported that hearing others comment on the same assignments enhanced their learning and revealed new perspectives. Positive feedback was easier to give but often more general, while developmental feedback was more specific and useful. Receiving feedback from peers who had invested time in reading and understanding one’s work fostered a sense of humility and appreciation. Students highlighted that creating space for discussion around feedback contributed significantly to their learning process. This study provides insight into how structured feedback from fellow students can strengthen learning competences in written work through both written and oral feedback.
Arne Nørstebø hold a cand.paedagogia degree from the University of Oslo, a 6.5-year advanced degree in pedagogy. His academic focus includes didactics, motivation, counselling, curriculum design, learning theory, feedback, online education, and active learning. He has 12 years of experience teaching in teacher and kindergarten teacher education at a Norwegian university college, and he currently work with continuing and further education at the Norwegian Police University College, specializing in police tactics, supervision, and peer feedback.
Ole Boe is a professor specializing in Preparedness and Crisis Managment at INN University of Inland Norway. He earned his PhD in judgment and decision-making from the University of Gothenburg. He has led national and international research projects focusing on education for unforeseen situations, leadership in extreme situations, enhancing combat mindset, and military leadership and leadership development. With 20 years of military service, his research interests further encompass character strengths, resilience, military psychology and humour, PTSD and PTG, and organizational behavior. He has published over 440 scientific articles, book chapters, and research reports. He is a co-author of 9 books.
Ingrid Furfjord is an assistant professor in science of education and pedagogy at The Norwegian Police University College. She teaches in this field of expertice at the college’s pedagogical further education studies. Her research interests include educational quality as discourse and practice, professional oriented education, research based education, didactics, guided practice as teaching methods, education of special forces and operational psychology.
1:30 pm - 3:00 pm
Wednesday 11th June, 2025