ABSTRACT

Feedback processes are situated within the norms and practices of disciplinary learning activities. Through a sociocultural lens, this study seeks to understand disciplinary feedback possibilities and challenges through a study of four different disciplines at a research-intensive English medium university. Two soft applied and two hard applied disciplines were selected: architecture, education, engineering and medicine. Research methods comprised interviews with teachers and students, and carefully chosen classroom observations. The findings exemplify both disciplinary-specific and generic ways of implementing feedback processes, with critical reviews in architecture and bedside rounds in medicine representing significant disciplinary feedback practices. A contribution of the paper lies in suggesting a novel concept of signature feedback practices to denote characteristic feedback strategies used in specific disciplines. A key implication for practice lies in the potential for the development of signature feedback practices focused on ways of thinking and doing which are authentic to the discipline.

摘要

反馈过程位于学科学习活动的规范和实践之内。通过社会文化的视角，本研究旨在通过对研究密集型英语授课大学的四个不同学科的研究来了解学科反馈的可能性和挑战。选择了两个软应用学科和两个硬应用学科：建筑学、教育学、工程和医学。研究方法包括对教师和学生的访谈以及精心选择的课堂观察。研究结果举例说明了实施反馈流程的特定学科和通用方法，其中建筑领域的严格审查和医学领域的床边查房代表了重要的学科反馈实践。本文的贡献在于提出了一种新的签名反馈实践概念，以表示特定学科中使用的特征反馈策略。对实践的一个关键影响在于开发签名反馈实践的潜力，该实践侧重于对学科真实的思维和行为方式。