Exploring Novice And Experienced Teachers’ Beliefs And Practices Of Written Feedback
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Tarih
2018
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
This study explored written feedback beliefs and practices and their underlying factorsfrom one novice and one experienced ESL teacher. The study adopted a case studyapproach. Data were collected over 15 weeks through two semi-structured interviews,three stimulated recall interviews based on three sets of student writing analyses, andthree classroom observations. Ten student portfolios, including each teacher’s writtenfeedback practices over a semester, were also examined. Teachers’ written feedbackon the student writing was grouped based on the scheme by Ferris (2007). Theanalyses revealed that both participants opted to provide written feedback for severalreasons. Additionally, both teachers gave comprehensive corrective written feedbackthroughout the term for a variety of reasons. The most salient motives behind thepractices and beliefs were: i teachers’ attitudes towards writing and errors, and theroles of teacher and students in writing; ii pre-service teacher education andexperience; and iii school policies.
Açıklama
Anahtar Kelimeler
Eğitim, Eğitim Araştırmaları
Kaynak
İnönü Üniversitesi Eğitim Fakültesi Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
19
Sayı
2
