Journal Articles
Kindergarten teachers’ understanding of the aims of giving students 'feedback' and its implementation: The study of Hong Kong
- Kindergarten teachers’ understanding of the aims of giving students 'feedback' and its implementation: The study of Hong Kong
- European Journal of Education Studies, 4(6), 295-313, 2018
- Open Access Publishing Group
- 2018
-
- Hong Kong
-
- 1997.7 onwards
-
- Pre-Primary Education
- This study explores kindergarten teachers’ understanding of, comments on their actual practice of giving feedback to children in Hong Kong. The research employed a combination of quantitative and qualitative methods, with data being collected through questionnaires and interviews. The sample was chosen from the in-service kindergarten teachers who were enrolled in the teacher certificate course offered at Hong Kong Institute of Education during the academic year 2015-2016. Questionnaires were sent to 150 in-service kindergarten teachers and six teachers were interviewed. Finding indicates that many teachers have the basic understanding of using feedback. They can analyze the aims of giving students feedback not only from the perspectives of students, but also the interaction between teachers and students. However, they seldom explore it through the views from teachers. Teachers’ aims of giving students feedback are mostly for encouraging and it is mainly positive and appreciation. It is common for teachers to give motivational feedback in kindergartens, however, over-emphasize has its disadvantage. It is found that teachers encountered two problems. Firstly, teachers do not have adequate training about giving students feedback. Secondly, teachers lack follow-up work after giving feedback to students. Some suggestions for teachers’ development are made at the end of the paper. Copyright © 2018 The Author(s). All Rights Reserved.
-
- English
- Journal Articles
-
- 25011111
- https://bibliography.lib.eduhk.hk/bibs/d20bcf50
- 2018-08-08
Recent Journal Articles
Using the family resemblance approach to inform STEAM educationJournal Articles
Differences in interaction strategy use between L1 and L2 group discussions of primary school studentsJournal Articles
Students’ science achievement in cognitive domains: Effects of practical work and clarity of instructionJournal Articles
Exploring EAP students' perceptions of GenAI and traditional grammar-checking tools for language learningJournal Articles
Fostering secondary students’ entrepreneurial attributes and aspirations through a theory-informed learning management systemJournal Articles
Leadership for action on climate change: The role of education policy and professional standards in the Hong Kong contextJournal Articles
Dynamic interplays between self-regulated learning and computational thinking in primary school students through animations and worksheetsJournal Articles
探究課程政策對教師遊戲教學信念的影響: 以香港兩所幼稚園教師為例Journal Articles