Investigating teacher perceptions of feedback
In writing classes, teacher feedback is important in helping students with their writing. While research has generally focused on the purpose, nature, and form of teacher feedback, attention to teachers’ views regarding their own feedback practices has been modest. Yet, it is important to understand...
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| Main Authors: | , , |
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| Other Authors: | |
| Format: | Article |
| Language: | English |
| Published: |
2018
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| Subjects: | |
| Online Access: | https://hdl.handle.net/10356/88057 http://hdl.handle.net/10220/44585 |
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| Institution: | Nanyang Technological University |
| Language: | English |
| Summary: | In writing classes, teacher feedback is important in helping students with their writing. While research has generally focused on the purpose, nature, and form of teacher feedback, attention to teachers’ views regarding their own feedback practices has been modest. Yet, it is important to understand why and how teachers provide feedback, as practice is often guided by beliefs. This study, therefore, investigated the factors that shape teacher feedback. Writing teachers at a Singaporean university were interviewed regarding their beliefs about feedback and their feedback practices. The findings revealed that the respondents’ feedback practices were shaped by their beliefs about the needs and capabilities of their students, but that contextual constraints created tensions between ideal and actual practice. Practical suggestions are offered to facilitate feedback practice. This study highlights the need for further work in this area in order to inform teachers’ practices in providing feedback to their students. |
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