ABSTRACT Little is known about how secondary drama students identify or utilise teacher feedback. This article presents findings from a study exploring how drama students describe their experiences of teacher feedback and how, or if, they apply this feedback to enhance their learning. Data collection and analysis focused on students’ experiences of teacher feedback occurring in three secondary drama classrooms in Queensland, Australia. Emergent findings suggest that drama students employ contextual, social and individual learning filters to assess the usefulness of teacher feedback. In the highly interactive and relational drama classroom, social filters can induce or hinder the existence of dialogic feedback. This can subsequently influence the drama students’ perspectives of the usefulness of teacher feedback. This article draws on the student voice to describe these social filters and suggests how drama teachers may culture opportunities for drama students to engage with dialogic and useful teacher feedback.

中文翻译：

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社会过滤器塑造了学生对中学戏剧教室中教师反馈的反应

摘要对于中学戏剧学生如何识别或利用老师的反馈知之甚少。本文介绍了一项研究的发现，该研究探讨了戏剧学生如何描述他们对老师反馈的体验，以及他们如何或是否应用此反馈来增强学习。数据收集和分析的重点是在澳大利亚昆士兰州的三个中学戏剧教室中，学生对教师反馈的体验。新兴的发现表明，戏剧学生使用情境，社交和个人学习过滤器来评估教师反馈的有用性。在高度互动和相关的戏剧教室中，社交过滤器可以诱发或阻碍对话反馈的存在。随后，这可能会影响戏剧学生对教师反馈有用性的看法。