Students' perception of teachers' two-way feedback interactions that impact learning.

Autor/inn/en	Tan, Fiona D. H.; Whipp, Peter R.; Gagné, Marylène; Quaquebeke, Niels van
Titel	Students' perception of teachers' two-way feedback interactions that impact learning. Gefälligkeitsübersetzung: Die Wahrnehmung wechselseitiger Feedback-Interaktionen, die das Lernen beeinflussen, bei Schülerinnen und Schüler.
Quelle	In: Social psychology of education, 22 (2019) 1, S. 169-187 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1381-2890; 1573-1928
DOI	10.1007/s11218-018-9473-7
Schlagwörter	Metakognition; Schule; Lehrer-Schüler-Interaktion; Feedback; Lernen
Abstract	Teacher-student interactions are fundamental to learning outcomes. However, the facilitation of student-defined, in-class two-way feedback interaction is under-researched. The purpose of this paper is to share insights from Year 9 students (N=32; age = 14-15 years), describing effective teacher's two-way feedback interaction through Respectful Inquiry (RI; asking questions, question openness, and attentive listening). Small-focussed group interviews were conducted and transcripts were inductively analysed to represent the conceptualised effective student-described teacher behaviour and associated learning outcomes. Findings confirm that two-way feedback, as opposed to unilateral teacher feedback, is facilitative of more diverse and higher-order learning outcomes. According to the students, RI is constitutive in the two-way feedback interaction process; executed together, positive psychological needs support and metacognition are fostered. While this research was exploratory, the findings offer practical and novel insights on teachers' two-way feedback interactions that can enhance students' metacognition and suggests how specific feedback behaviours augment higher-order learning outcomes. (c) Springer Nature B.V. 2018. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2025/3