UM
Trainee teachers' experiences of classroom feedback practices and their motivation to learn
Gan, Zhengdong1; Nang, Honghan2; Mu, Kejuan3
2018
Source PublicationJOURNAL OF EDUCATION FOR TEACHING
ISSN0260-7476
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.
KeywordTrainee teachers classroom feedback practice learning motivation questionnaire survey
DOI10.1080/02607476.2018.1450956
URLView the original
Indexed BySSCI
Language英语
WOS Research AreaEducation & Educational Research
WOS SubjectEducation & Educational Research
WOS IDWOS:000443895100009
PublisherROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Fulltext Access
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Cited Times [WOS]:3   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionUniversity of Macau
Affiliation1.Univ Macau, Fac Educ, Macau, Peoples R China;
2.China Pharmaceut Univ, Foreign Languages Dept, Nanjing, Jiangsu, Peoples R China;
3.Anhui Univ, Sch Foreign Study, Hefei, Anhui, Peoples R China
First Author AffilicationUniversity of Macau
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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