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The Role Of Different Types Of Feedback In The Reciprocal Interaction Of Teaching Performance And Self-Efficacy Belief, Nalan Akkuzu
The Role Of Different Types Of Feedback In The Reciprocal Interaction Of Teaching Performance And Self-Efficacy Belief, Nalan Akkuzu
Australian Journal of Teacher Education
The purpose of this study was to explore the role of feedback based on self-efficacy belief sources in the reciprocal interaction of teaching performance and self-efficacy beliefs. A single case study design was employed to address and began to bridge the gap in our understanding of the relationship between feedback, self-efficacy belief and teaching performance. The data for this study were collected in the form of semi-structured interviews from 6 volunteer 5th-grade chemistry student teachers. The data were analyzed based on an inductive analytical approach. The results indicated that different types of feedback based on self-efficacy belief …
Student Voices About The Role Feedback Plays In The Enhancement Of Their Learning, Christine Plank, Helen Dixon, Gillian Ward
Student Voices About The Role Feedback Plays In The Enhancement Of Their Learning, Christine Plank, Helen Dixon, Gillian Ward
Australian Journal of Teacher Education
If feedback is to be framed as purposeful dialogue then both students and teachers have significant roles to play. Students must be willing and able to provide feedback to teachers not only about their learning needs but also about the teaching they experience. In turn, teachers must create the conditions that support active student learning and disclosure. It is against this backdrop that the current interpretive, qualitative research was carried out. Set within the final year of secondary schooling in New Zealand (Year 13) this paper draws on data generated from two semi-structured, focus group interviews. It provides insights into …
Teacher Practice: A Spotlight On The Use Of Feedback And Conferencing In The First Year Of Schooling, Maria Nicholas, Louise Paatsch
Teacher Practice: A Spotlight On The Use Of Feedback And Conferencing In The First Year Of Schooling, Maria Nicholas, Louise Paatsch
Australian Journal of Teacher Education
With the prevalence of statements that refer to a need to “bridge”, “narrow” or “close” gaps in achievement it would appear that Government bodies have an appreciation for the fact that students need not be victims of circumstance. In addition to this, research has suggested that certain skills, such as the acquisition of phonemic awareness, need to be acquired in the early years to ensure that children do not fall behind their peers. Use of feedback is one way in which teachers have attempted to positively influence student outcomes. There are authors, however, who have suggested that not all forms …