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dc.contributor.authorTan, F.D.H.
dc.contributor.authorWhipp, P.R.
dc.contributor.authorGagné, Marylène
dc.contributor.authorVan Quaquebeke, N.
dc.date.accessioned2021-01-31T04:04:09Z
dc.date.available2021-01-31T04:04:09Z
dc.date.issued2020
dc.identifier.citationTan, 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.urihttp://hdl.handle.net/20.500.11937/82436
dc.identifier.doi10.1016/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.languageEnglish
dc.publisherPERGAMON-ELSEVIER SCIENCE LTD
dc.subjectSocial Sciences
dc.subjectEducation & Educational Research
dc.subjectAUTONOMY-SUPPORTIVE TEACHERS
dc.subjectSELF-DETERMINATION THEORY
dc.subjectCLASSROOM INTERACTION
dc.subjectINTRINSIC MOTIVATION
dc.subjectEFFICACY BELIEFS
dc.subjectSTUDENTS
dc.subjectENGAGEMENT
dc.subjectSTRATEGIES
dc.subjectQUALITY
dc.subjectACCOUNTABILITY
dc.titleExpert teacher perceptions of two-way feedback interaction
dc.typeJournal Article
dcterms.source.volume87
dcterms.source.issn0742-051X
dcterms.source.titleTeaching and Teacher Education
dc.date.updated2021-01-31T04:04:09Z
curtin.accessStatusFulltext not available
curtin.contributor.orcidGagné, Marylène [0000-0003-3248-8947]
curtin.contributor.researcheridGagné, Marylène [H-4957-2013]
curtin.identifier.article-numberARTN 102930
curtin.contributor.scopusauthoridGagné, Marylène [7102489016]


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