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

• Liu, Pui Lee The Education University of Hong Kong

European Journal of Education Studies, 4(6), 295-313, 2018

Open Access Publishing Group

2018

• F Learning & Teaching
  • FA General Teaching Strategies, Different Instructional Methods
• Q Philosophy of Education, Educational System & School At Different Levels
  • QB Pre-school Education, Child Caring Facilities, Maternal & Infantile Health Facilities

Feedback Teachers Kindergarten Qualitative Feedback Quantitative Feedback

• 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/en/bibs/d20bcf50

2018-08-08