ABSTRACT

Feedback is an intrinsic part of the learning process in higher education. Despite the development of teaching and learning strategies underpinning the usefulness of feedback, lecturers continue to feel frustrated when students do not implement the feedback or feed it forward into their studies. There is a disconnect in literature and also in practice between lecturers’ perception of how important feedback is, and students’ perception of what feedback actually means. This paper draws upon the experience of two law clinicians in two very different law clinic settings, reflecting on their use of feedback in clinical legal education and how it has led to a more proactive dialogue on feedback in their large class teaching. The outcome is a recognition of feedback as a form of communication, which builds upon a foundation of good relationships and an atmosphere of trust in our teaching spaces.

摘要

反馈是高等教育学习过程的内在组成部分。尽管教学和学习策略的发展支持了反馈的有用性，但当学生没有实施反馈或将其反馈到他们的学习中时，讲师仍然感到沮丧。在文学和实践中，讲师对反馈重要性的看法与学生对反馈实际含义的看法之间存在脱节。本文借鉴了两位法律临床医生在两个截然不同的法律诊所环境中的经验，反思了他们在临床法律教育中对反馈的使用，以及它如何导致在他们的大班教学中就反馈进行更积极的对话。结果是承认反馈是一种交流形式，