ABSTRACT

Feedback is dependent on how it is interpreted and used. The present study aimed to explore Swedish primary-school teachers’ and students’ shared concerns regarding classroom feedback interaction. 13 teachers and 23 students (7–9 years old) were interviewed. A grounded theory design was employed for coding and analysis. According to the findings, teachers’ and students’ mutual main concern was to construct clarity regarding what the other communicated. Both strived to construct clarity concerning conditions that they had to adapt to, from aspects as trustworthiness and understanding. The study contributes with an illustration of the relational aspect of classroom feedback in primary school.

摘要

反馈取决于对它的解释和使用方式。本研究旨在探讨瑞典小学教师和学生对课堂反馈互动的共同关注点。采访了 13 名教师和 23 名学生（7-9 岁）。采用扎根理论设计进行编码和分析。根据调查结果，教师和学生共同关心的主要问题是构建关于对方交流内容的清晰度。双方都努力从可信度和理解力等方面明确他们必须适应的条件。该研究有助于说明小学课堂反馈的相关方面。