Rida Afrilyasanti, Suharyadi, Rika Wijayanti
The study examines how feedback exchange fosters self-regulated learning (SRL) in in-service teacher professional development (TPD), focusing on five novice teachers. Specifically, it investigates how feedback from peers and instructors shapes their professional growth, both cognitively and emotionally. Using observations, questionnaires, reflective journals, and interviews, the study explores teachers’ challenges and progress in applying feedback to refine their teaching practices. By addressing the often-overlooked emotional and cognitive dimensions of feedback literacy, this research fills a gap in prior studies that primarily emphasise its technical aspects. The findings highlight the need for a sustainable feedback culture that empowers educators, enhances reflective practice, and supports collaborative professional development. This study contributes to theory by deepening our understanding of feedback’s role in fostering SRL and professional growth while providing practical insights for designing effective teacher certification and TPD programmes. © 2025 Informa UK Limited, trading as Taylor & Francis Group.
English Department, Universitas Negeri Malang, Malang, Indonesia; SMA (Senior High School) Negeri Taruna Nala Jawa Timur, Malang, Indonesia; Department of Accounting, State Polytecnic of Malang, Malang, Indonesia
