Students’ perception of teachers’ two-way feedback interactions that impact learning
dc.contributor.author | Tan, F. | |
dc.contributor.author | Whipp, P. | |
dc.contributor.author | Gagné, Marylène | |
dc.contributor.author | Van Quaquebeke, N. | |
dc.date.accessioned | 2018-12-13T09:13:57Z | |
dc.date.available | 2018-12-13T09:13:57Z | |
dc.date.created | 2018-12-12T02:47:14Z | |
dc.date.issued | 2018 | |
dc.identifier.citation | Tan, F. and Whipp, P. and Gagné, M. and Van Quaquebeke, N. 2018. Students’ perception of teachers’ two-way feedback interactions that impact learning. Social Psychology of Education. 22 (1): pp. 169-187. | |
dc.identifier.uri | http://hdl.handle.net/20.500.11937/72623 | |
dc.identifier.doi | 10.1007/s11218-018-9473-7 | |
dc.description.abstract |
© 2018, Springer Nature B.V. Teacher-student interactions are fundamental to learning outcomes. However, the facilitation of student-defined, in-class two-way feedback interaction is under-researched. The purpose of this paper is to share insights from Year 9 students (N = 32; age = 14–15 years), describing effective teacher’s two-way feedback interaction through Respectful Inquiry (RI; asking questions, question openness, and attentive listening). Small-focussed group interviews were conducted and transcripts were inductively analysed to represent the conceptualised effective student-described teacher behaviour and associated learning outcomes. Findings confirm that two-way feedback, as opposed to unilateral teacher feedback, is facilitative of more diverse and higher-order learning outcomes. According to the students, RI is constitutive in the two-way feedback interaction process; executed together, positive psychological needs support and metacognition are fostered. While this research was exploratory, the findings offer practical and novel insights on teachers’ two-way feedback interactions that can enhance students’ metacognition and suggests how specific feedback behaviours augment higher-order learning outcomes. | |
dc.publisher | Springer Netherlands | |
dc.title | Students’ perception of teachers’ two-way feedback interactions that impact learning | |
dc.type | Journal Article | |
dcterms.source.issn | 1381-2890 | |
dcterms.source.title | Social Psychology of Education | |
curtin.department | Future of Work Institute | |
curtin.accessStatus | Fulltext not available | |
curtin.contributor.orcid | Gagné, Marylène [0000-0003-3248-8947] |
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