Dual feedback literacy development in the final year: Student teachers’ perspectives

Research output: Contribution to conferencePapers

Abstract

Pre-service teacher education is crucial for preparing feedback-literate beginning teachers. As future school teachers, student teachers should learn to give effective feedback to school students. At the same time, as university students, student teachers need to use feedback from teacher educators to develop their professional skills. Their dual identities enable them to have two perspectives to experience and reflect on their feedback practices, which creates the possibility for mutual reinforcement between teacher and student feedback literacies. Therefore, the development of dual feedback literacies is a crucial task for student teachers in pre-service assessment education. However, there has been a lack of research investigating student teachers’ dual feedback literacy development. To address this research gap, this study followed a group of final-year student teachers (n=188) using pre-and-post surveys to capture their dual feedback literacy developmental trajectories, and after the post-survey, twenty-four of them were invited to attend individual interviews to understand their developmental trajectories and influencing factors in a deep way. The findings of the study reveal the significant development of student teachers’ dual feedback literacy based on the results of the pair t-test analysis. A number of influencing factors, including practicum experiences, challenges for graduation, interpersonal relationships, and identity awareness, were identified to mediate their dual feedback literacy development. The study has implications for cultivating feedback-literate student teachers in teacher education programs. Copyright © 2024 International AHE Conference.
Original languageEnglish
Publication statusPublished - Jun 2024
EventInternational Assessment in Higher Education Conference 2024 - Manchester, United Kingdom
Duration: 20 Jun 202421 Jun 2024
https://ahenetwork.org/

Conference

ConferenceInternational Assessment in Higher Education Conference 2024
Country/TerritoryUnited Kingdom
CityManchester
Period20/06/2421/06/24
Internet address

Citation

Zhan, Y. (2024, June 20–21). Dual feedback literacy development in the final year: Student teachers’ perspectives [Paper presentation]. International Assessment in Higher Education Conference 2024, Manchester, United Kingdom.

Keywords

  • Student feedback literacy
  • Teacher feedback literacy
  • Influencing factors
  • Feedback literacy development

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