This study explores the feedback practices and experiences of two award-winning peer reviewers in education, using an autoethnographic-ecological lens and a feedback literacy framework. Findings illuminate how the reviewers design feedback for uptake, manage responsibilities, reflect on experiences, and understand journal standards, considering micro, meso, exo, macro, and chrono contextual influences. Implications for peer reviewer support and future research are discussed.
Publisher
Humanities and Social Sciences Communications
Published On
Nov 12, 2021
Authors
Sin Wang Chong, Shannon Mason
Tags
peer review
feedback practices
education
autoethnography
contextual influences
feedback literacy
research experience
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