Double Indemnity: Dualities, Tensions and Loss in the Moral Economies of Feedback

Autor/inn/en	Clarke, Matthew; Elbra-Ramsay, Caroline
Titel	Double Indemnity: Dualities, Tensions and Loss in the Moral Economies of Feedback
Quelle	In: Asia-Pacific Journal of Teacher Education, 50 (2022) 3, S.266-281 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Clarke, Matthew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2021.1980861
Schlagwörter	Moral Values; Teaching Methods; Longitudinal Studies; Student Teachers; Ethics; Teacher Education Programs; Student Teacher Attitudes; Educational Experience; Decision Making; Teacher Student Relationship; Self Efficacy; Accountability; Neoliberalism; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Moral value; Ethischer Wert; Teaching method; Lehrmethode; Unterrichtsmethode; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Ethik; Bildungserfahrung; Decision-making; Entscheidungsfindung; Teacher student relationships; Lehrer-Schüler-Beziehung; Self-efficacy; Selbstwirksamkeit; Verantwortung; Neo-liberalism; Neoliberalismus; Ausland; Großbritannien
Abstract	Conceptually and practically, feedback typically sits within a pedagogical, rather than a philosophical, framework. Drawing on a longitudinal study with student teachers seeks, this paper seeks to critically reframe feedback beyond the pedagogical by considering the moral tensions and ethical dilemmas within feedback, thereby revealing an inherent duality in feedback as a phenomenon. Specifically, the study followed a group of student teachers through their three-year teacher education programme in order to explore their experiences and conceptions of feedback as these developed during their degree. Key to the study is the unique situation of student teachers as givers and receivers of feedback; but it also arises from their unique exposure to the neoliberal policy climate, as a consequence of the penetration of initial teacher education by high stakes regulatory mechanisms that may be at odds with the student teachers' emerging professional judgement. As such, what we are calling the 'double indemnity' of feedback is partly informed by the participants' dual and conflicted experiences as a learner and teacher but also by losses of innocence, optimism and sense of efficacy they experience as part of their development within the moral economies of feedback. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01