Structuring feedback and independent transfer in prospective primary school teachers learning to resolve dynamic conflicts

Abstract

This article proposes an instructional sequence linking feedback, decision revision, and independent transfer in prospective primary school teachers’ learning to resolve dynamic conflicts. It addresses a methodological difficulty: a student’s successful revision immediately after a tutor’s hint may reflect guided task completion rather than an independently available professional skill. A focused conceptual synthesis draws on feedback theory, simulation-based learning, transfer research, and pedagogical conflict analysis. The proposed sequence includes an unaided initial response, evidence-focused feedback, a reasoned revision, practice with reduced support, and a delayed unfamiliar case. Feedback is organized around the relationship between evidence, interpretation, and action. Transfer is defined through specified changes in contextual features and is assessed separately from supported performance. The article provides illustrative feedback exchanges, a practical teaching sequence, and a prospective evaluation design. No participant data or intervention effects are reported. The intended contribution is a clear separation of learning with support from evidence of independent application, with practical relevance to primary teacher education in Uzbekistan.