Journal article
Students’ perception of teachers’ two-way feedback interactions that impact learning
Social Psychology of Education, Vol.22(1), pp.169-187
2018
Abstract
Teacher-student interactions are fundamental to learning outcomes. However, the facilitation of student-defined, in-class two-way feedback interaction is under-researched. The purpose of this paper is to share insights from Year 9 students (N = 32; age = 14–15 years), describing effective teacher’s two-way feedback interaction through Respectful Inquiry (RI; asking questions, question openness, and attentive listening). Small-focussed group interviews were conducted and transcripts were inductively analysed to represent the conceptualised effective student-described teacher behaviour and associated learning outcomes. Findings confirm that two-way feedback, as opposed to unilateral teacher feedback, is facilitative of more diverse and higher-order learning outcomes. According to the students, RI is constitutive in the two-way feedback interaction process; executed together, positive psychological needs support and metacognition are fostered. While this research was exploratory, the findings offer practical and novel insights on teachers’ two-way feedback interactions that can enhance students’ metacognition and suggests how specific feedback behaviours augment higher-order learning outcomes.
Details
- Title
- Students’ perception of teachers’ two-way feedback interactions that impact learning
- Authors/Creators
- F.D.H. Tan (Author/Creator) - The University of Western AustraliaP.R. Whipp (Author/Creator) - Murdoch UniversityM. Gagné (Author/Creator) - Curtin UniversityN. Van Quaquebeke (Author/Creator) - Kühne Logistics University
- Publication Details
- Social Psychology of Education, Vol.22(1), pp.169-187
- Publisher
- Kluwer Academic Publishers
- Identifiers
- 991005540677607891
- Copyright
- © 2018 Springer Nature B.V.
- Murdoch Affiliation
- School of Education
- Language
- English
- Resource Type
- Journal article
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- Collaboration types
- Domestic collaboration
- International collaboration
- Citation topics
- 6 Social Sciences
- 6.11 Education & Educational Research
- 6.11.31 Self-Regulated Learning
- Web Of Science research areas
- Psychology, Educational
- ESI research areas
- Psychiatry/Psychology