Teacher educators’ perceptions of schoolteacher feedback literacy: Implications for feedback training in teacher education programmes

Teacher educators’ perceptions of schoolteacher feedback literacy: Implications for feedback training in teacher education programmes

• Zhan, Ying The Education University of Hong Kong

Australian Journal of Teacher Education, 47(10), 106-124, 2022

School of Education, Edith Cowan University

2022

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

• View Full Text 全文連結

Few studies have empirically explored the specific elements of schoolteachers’ feedback literacy in spite of its crucial role in supporting student learning in classrooms. To address this research gap, individual interviews were conducted with 20 teacher educators in Hong Kong. The interviewees were asked to explicate the mind maps of schoolteacher feedback literacy that they had previously drawn. Data analysis revealed that the participants perceived schoolteacher feedback literacy as a three-dimensional concept, comprising knowledge, competence and disposition with specifications. In addition, the participants believed that schoolteacher feedback literacy was gradually evolving from a qualified level to a fully professional level over time. In their views, understanding subject content knowledge and developing positive feedback dispositions were prerequisites for developing feedback competencies. The findings of this study enhance the understanding of schoolteacher feedback literacy from the perspective of teacher educators and offer guidance for providing effective feedback training in teacher education programmes. Copyright © 2022 Edith Cowan University. All rights reserved.

• English

Journal Articles

• 03135373

• 10.14221/ajte.2022v47n10.6

https://bibliography.lib.eduhk.hk/en/bibs/ebb544bd

2023-08-10