Expert teacher perceptions of two-way feedback interaction
dc.contributor.author | Tan, F.D.H. | |
dc.contributor.author | Whipp, P.R. | |
dc.contributor.author | Gagné, Marylène | |
dc.contributor.author | Van Quaquebeke, N. | |
dc.date.accessioned | 2021-01-31T04:04:09Z | |
dc.date.available | 2021-01-31T04:04:09Z | |
dc.date.issued | 2020 | |
dc.identifier.citation | Tan, F.D.H. and Whipp, P.R. and Gagné, M. and Van Quaquebeke, N. 2020. Expert teacher perceptions of two-way feedback interaction. Teaching and Teacher Education. 87: ARTN 102930. | |
dc.identifier.uri | http://hdl.handle.net/20.500.11937/82436 | |
dc.identifier.doi | 10.1016/j.tate.2019.102930 | |
dc.description.abstract |
The importance and influence of feedback is well-established in the literature (Hattie, 2009). The purpose of feedback is to improve learning (Voerman, Meijer, Korthagen, & Simons, 2012) by reducing discrepancies (Hattie, 2007), closing gaps (Sadler, 2010), and improving one's knowledge, and skill acquisition (Moreno, 2004). However, there is disjuncture concerning the effectiveness of unilateral or one-way feedback. Unilateral feedback has been critiqued for its failure to productively engage, guide learning, and monitor performance (Price, Handley, & Millar, 2011; Sadler, 1989). Despite calls to focus feedback on student learning outcomes (Hattie, 2009; Voerman et al., 2012), a third of feedback interventions have reported a decrease in student performance (Kluger & DeNisi, 1996). Research informs that feedback that focuses on self instead of task inhibits learning (Kluger & DeNisi, 1996; Shute, 2008). On the other hand, feedback that focuses on self-regulation, task, and cognitive processing enhances learning (Hattie & Timperley, 2007; Shute, 2008). However, teachers are observed delivering one-way feedback, rather than facilitating learning (Blair & Ginty, 2013; Van den Berghe, Ros, & Beijaard, 2013), and appear ‘to close down opportunities for exploring student learning rather than opening them up’ (Torrance & Pryor, 1988, p. 621). That is, self-focussed unilateral feedbackthwarts the potential to promote learning (Burke, 2009). | |
dc.language | English | |
dc.publisher | PERGAMON-ELSEVIER SCIENCE LTD | |
dc.subject | Social Sciences | |
dc.subject | Education & Educational Research | |
dc.subject | AUTONOMY-SUPPORTIVE TEACHERS | |
dc.subject | SELF-DETERMINATION THEORY | |
dc.subject | CLASSROOM INTERACTION | |
dc.subject | INTRINSIC MOTIVATION | |
dc.subject | EFFICACY BELIEFS | |
dc.subject | STUDENTS | |
dc.subject | ENGAGEMENT | |
dc.subject | STRATEGIES | |
dc.subject | QUALITY | |
dc.subject | ACCOUNTABILITY | |
dc.title | Expert teacher perceptions of two-way feedback interaction | |
dc.type | Journal Article | |
dcterms.source.volume | 87 | |
dcterms.source.issn | 0742-051X | |
dcterms.source.title | Teaching and Teacher Education | |
dc.date.updated | 2021-01-31T04:04:09Z | |
curtin.accessStatus | Fulltext not available | |
curtin.contributor.orcid | Gagné, Marylène [0000-0003-3248-8947] | |
curtin.contributor.researcherid | Gagné, Marylène [H-4957-2013] | |
curtin.identifier.article-number | ARTN 102930 | |
curtin.contributor.scopusauthorid | Gagné, Marylène [7102489016] |