ABSTRACT

The dynamic nature of feedback makes provision of learning enhancing feedback challenging. A collaborative peer mentoring professional development case study utilising observational video data from a series of lessons examined how teacher feedback knowledge and beliefs are articulated and developed in pedagogical practices, and the tensions that arise in giving learning enhancing feedback in an active learning setting. The high level of teacher feedback knowledge and positively aligned beliefs was found to be contradictory to the feedback practices used in the classroom. The analysis showed that consistent provision of learning to enhance types of feedback was constrained due to environmental and pedagogical tensions. Predominantly, verbal, non-specific, positively oriented feedback was shown to be temporally situated, with tensions arising from the multiple purposes it serves, including classroom management and relationship building. Furthermore, despite the merits of a localised, situated professional development approach, teacher behavioural change proved complex to achieve. This study concluded some types of feedback not characterised as ‘learning enhancing’ can offer educational benefits and should not be dismissed.

摘要

反馈的动态特性使得提供学习增强反馈具有挑战性。一项协作性同伴指导专业发展案例研究利用一系列课程中的观察视频数据，研究了教师反馈知识和信念如何在教学实践中表达和发展，以及在主动学习环境中提供学习增强反馈时出现的紧张局势。发现高水平的教师反馈知识和积极一致的信念与课堂中使用的反馈实践相矛盾。分析表明，由于环境和教学紧张，持续提供学习以增强反馈类型受到限制。主要是口头的、非特定的、积极导向的反馈被证明是暂时性的，其服务的多种目的引起了紧张局势，包括课堂管理和关系建立。此外，尽管本地化、情境化的专业发展方法有其优点，但事实证明，教师行为的改变很难实现。本研究得出的结论是，某些类型的反馈并非“学习促进”可以提供教育益处，不应被忽视。