Literaturnachweis - Detailanzeige
| Autor/inn/en | Zhou, Jiming; Dawson, Phillip; Tai, Joanna Hong-Meng; Bearman, Margaret |
|---|---|
| Titel | How Conceptualising Respect Can Inform Feedback Pedagogies |
| Quelle | In: Assessment & Evaluation in Higher Education, 46 (2021) 1, S.68-79 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Zhou, Jiming) ORCID (Dawson, Phillip) ORCID (Tai, Joanna Hong-Meng) ORCID (Bearman, Margaret) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0260-2938 |
| DOI | 10.1080/02602938.2020.1733490 |
| Schlagwörter | Feedback (Response); Interpersonal Relationship; Multiple Literacies; Student Evaluation; Emotional Response; Peer Influence; Caring; Teacher Student Relationship; Peer Relationship; Peer Evaluation; Student Attitudes |
| Abstract | Respect plays a crucial role in maintaining feedback interactions and sustaining student engagement with feedback. However, previous feedback literature has only mentioned respect in anecdotal accounts, and as a unidimensional notion. Drawing upon the philosophical distinctions among kinds of respect, this conceptual paper argues that respect is multi-faceted and constitutes an important aspect of student feedback literacy. We identify "evaluative," "directive" and "care" respect as three essential kinds of respect in the co-constructive process of feedback. "Institutional" and "obstacle" respect also influence learners' knowing, being and acting in feedback interactions. The feeling of disrespect arises when there are tensions over respect-related perceptions and practices between people with different roles. As educators, we can promote respect in feedback through facilitating dialogues in the co-constructive process, minimising cues of disrespect resulting from tensions around learners' interpretation, expectation or embodiment of respect, and nurturing a safe space to reflect on and practice respect. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
