edscienceОбразование и наукаThe Education and science journal1994-56392310-5828RSVPU10.17853/1994-5639-2026-8-40-74edscience-5484Research ArticleПРОФЕССИОНАЛЬНОЕ ОБРАЗОВАНИЕVOCATIONAL EDUCATIONАкадемическая обратная связь как пространство для рефлексии будущих педагоговAcademic feedback as a space for reflection among prospective teachershttps://orcid.org/0000-0003-1361-6747КасаткинП. И.KasatkinP. I.

Касаткин Пётр Игоревич - доктор философских наук, профессор, профессор кафедры мировых политических процессов, и.о. заведующего кафедрой методологии научных исследований

Москва

ResearcherID AAH-6819-2019, Scopus Author ID 55968692200

Petr I. Kasatkin Dr. Sci. (Philosophy), Professor, Department of World Political Processes, Acting Head of the Department of Research Methodology

Moscow

ResearcherID AAH-6819-2019, Scopus Author ID 55968692200

pkas@mail.ruhttps://orcid.org/0000-0003-1695-4135КореневА. А.KorenevA. A.

Коренев Алексей Александрович - доктор педагогических наук, доцент, доцент кафедры теории преподавания иностранных языков факультета иностранных языков и регионоведения

Москва

ResearcherID PGS-8704-2026

Alexey A. Korenev Dr. Sci. (Education), Associate Professor, Department of Foreign Language Teaching Theory, Faculty of Foreign Languages and Area Studies

Moscow

ResearcherID PGS-8704-2026

studywithkorenev@gmail.comhttps://orcid.org/0000-0001-7192-5316ГуловА. П.

Гулов Артём Петрович - доктор педагогических наук, доцент кафедры английского языка № 6

Москва

ResearcherID AEM-0663-2022

gulov@tea4er.orgМосковский государственный институт международных отношений (университет) Министерства иностранных дел Российской ФедерацииРоссияMoscow State Institute of International Relations (University) of the Ministry of Foreign Affairs of the Russian Federation (MGIMO University)Russian FederationМосковский государственный университет имени М. В. ЛомоносоваРоссияLomonosov Moscow State UniversityRussian Federation2026061020262884074Copyright © Касаткин П.И., Коренев А.А., Гулов А.П., 20262026Касаткин П.И., Коренев А.А., Гулов А.П.Kasatkin P.I., Korenev A.A., Гулов А.П.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.edscience.ru/jour/article/view/5484

Введение. Вопрос о валидности академической обратной связи, получаемой от студентов, остается дискуссионным в современном образовании. Несмотря на доказанную корреляцию студенческих оценок с экспертным мнением, влияние такой обратной связи на содержание курсов и методы преподавания часто остается неочевидным. Кроме того, в существующей литературе сохраняется разрыв между понятиями академической обратной связи (оценка качества преподавания) и педагогической рефлексии (анализ собственного обучения). Цель. Исследование направлено на выявление дидактического потенциала академической обратной связи как инструмента развития профессионально-ориентированной рефлексии и агентности будущих педагогов. Методология, методы и методики. Исследование носило многоэтапный характер. На первом этапе был проанализирован десятилетний опыт (2016–2025 гг.) трансформации анкет обратной связи на базе МГУ имени М. В. Ломоносова. На втором этапе (2024–2025 гг.) унифицированная анкета была валидирована на расширенной выборке с привлечением студентов еще трех вузов (МГИМО, БГУ, Таганрогский институт имени А. П. Чехова) для проверки универсальности полученных результатов. Общая выборка составила 355 анкет. Ответы на вопросы закрытого типа были изучены количественными методами, а ответы на вопросы открытого типа подвергнуты индуктивному тематическому контент-анализу с расчетом согласованности кодировщиков. Этапы пересекались, так как в 2025 году одновременно шла трансформация и валидация. Результаты и научная новизна. В статье показано, как эволюция инструментов сбора обратной связи стимулирует трансформацию методов обучения. Анализ ответов выявил смешение конструктов рефлексии и академической оценки: студенты используют обратную связь не только для критики курса, но и для осмысления собственного прогресса. Установлено, что академическая обратная связь рассматривается большинством респондентов как пространство для выражения профессиональной субъектности и агентности. Практическая значимость. По итогам исследования рекомендуется включать рефлексивные вопросы в анкеты обратной связи. Использование подобных вопросов открытого типа позволяет превратить административную процедуру сбора обратной связи в полноценный элемент профессиональной подготовки будущих учителей.

Introduction. The validity of academic feedback obtained from students remains a controversial issue in modern higher education. Although a correlation between student evaluations and expert opinion has been demonstrated, the impact of such feedback on course content and teaching methods often remains unclear. Furthermore, a gap persists in the existing literature between the concepts of academic feedback (the evaluation of teaching quality) and pedagogical reflection (the analysis of one’s own teaching practice). Aim. The present study aims to identify the educational potential of academic feedback as a tool for fostering professionally oriented reflection and agency among prospective teachers. Methodology and research methods. The study was conducted in several stages. In the first stage, a ten-year period (2016–2025) of transforming feedback questionnaires at Lomonosov Moscow State University was analysed. In the second stage (2024–2025), the unified questionnaire was validated on an extended sample comprising students from three additional institutions – MGIMO University, BSU, and the Taganrog Institute named after A. P. Chekhov – to test the universality of the results obtained. The total sample consisted of 355 questionnaires. Responses to closed-ended questions were analysed using quantitative methods, while responses to open-ended questions underwent inductive thematic content analysis, including the calculation of inter-coder agreement. The stages overlapped, as transformation and validation proceeded simultaneously in 2025. Results and scientific novelty. The article demonstrates how the evolution of feedback collection instruments drives the transformation of teaching methods. Analysis of the responses revealed a conflation of the concepts of reflection and academic evaluation: students use feedback not only to critique the course but also to understand their own progress. It was established that academic feedback is regarded by the majority of respondents as a space for expressing professional subjectivity and agency. Practical significance. Based on the study’s findings, it is recommended that reflective questions be incorporated into feedback questionnaires. Including such open-ended questions transforms the administrative process of collecting feedback into a fully integrated component of the professional training of future teachers.

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The authors declare that there are no conflicts of interest present.