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Trainee teachers’ experiences of classroom feedback practices and their motivation to learn
Gan,Zhengdong1; Nang,Honghan2; Mu,Kejuan3
2018-08-08
Source PublicationJournal of Education for Teaching
ISSN13600540 02607476
Volume44Issue:4Pages:505-510
AbstractWhile different theoretical frameworks have been proposed to characterise the nature of feedback and the conditions under which feedback contributes to student learning, few empirical studies have examined the usefulness of these theoretical frameworks to understand student feedback experiences in classrooms particularly in a pre-service context. This article explores what classroom feedback practices trainee teachers experience, and how their feedback experiences relate to their learning motivation. The paper presents the results of questionnaire surveys conducted with 276 pre-service ESL trainee teachers in a BEd English education programme. The study found that trainee teachers in this study experienced predominantly activity-based feedback and teacher evaluation feedback, while peer/self feedback and longitudinal-development feedback were relatively infrequently used in the classroom. However, peer/self feedback and longitudinal-development feedback appeared to be most powerful in predicting positive motivational processes, followed by activity-based feedback and teacher evaluation feedback.
Keywordclassroom feedback practice learning motivation questionnaire survey Trainee teachers
DOI10.1080/02607476.2018.1450956
URLView the original
Language英语
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Cited Times [WOS]:3   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionFaculty of Education
Corresponding AuthorGan,Zhengdong
Affiliation1.Faculty of Education,University of Macau,,Macao
2.Foreign Languages Department,China Pharmaceutical University,,Nanjing,China
3.School of Foreign Study,Anhui University,,Hefei,China
First Author AffilicationFaculty of Education
Corresponding Author AffilicationFaculty of Education
Recommended Citation
GB/T 7714
Gan,Zhengdong,Nang,Honghan,Mu,Kejuan. Trainee teachers’ experiences of classroom feedback practices and their motivation to learn[J]. Journal of Education for Teaching,2018,44(4):505-510.
APA Gan,Zhengdong,Nang,Honghan,&Mu,Kejuan.(2018).Trainee teachers’ experiences of classroom feedback practices and their motivation to learn.Journal of Education for Teaching,44(4),505-510.
MLA Gan,Zhengdong,et al."Trainee teachers’ experiences of classroom feedback practices and their motivation to learn".Journal of Education for Teaching 44.4(2018):505-510.
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