Feedback to Support Learning: Changes in Teachers' Practice and Beliefs

Autor/in	Gamlem, Siv M.
Titel	Feedback to Support Learning: Changes in Teachers' Practice and Beliefs
Quelle	In: Teacher Development, 19 (2015) 4, S.461-482 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2015.1060254
Schlagwörter	Beliefs; Educational Practices; Feedback (Response); Intervention; Formative Evaluation; Classroom Observation Techniques; Teacher Workshops; Pretests Posttests; Professional Education; Faculty Development; Attitude Change; Teacher Attitudes; Secondary School Teachers; Instructional Effectiveness; Participant Satisfaction; Foreign Countries; Semi Structured Interviews; Norway + Suchen Sie Ihr Suchwort? Belief; Glaube; Bildungspraxis; Berufsausbildung; Attitudinal change; Einstellungsänderung; Lehrerverhalten; Unterrichtserfolg; Ausland; Norwegen
Abstract	There are indications that teachers' feedback practice is related to beliefs they hold about pupils' learning and the purpose of feedback. This article presents changes in beliefs and practices of three teachers in lower secondary school taking part in an intervention to improve formative classroom feedback. Data includes interviews, observations and workshop dialogues with the teachers, plus interviews with six pupils (two for each teacher) taking place pre- and post-intervention. Results describe different trajectories, tracing changes in underlying beliefs that highlight the complexity of professional learning as well as the importance of tailoring interventions. The discussion addresses theoretical perspectives of change among teachers and elaborates on results in relation to professional workplace learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01