Australian Journal of Teacher Education
Abstract
Few studies have empirically explored the specific elements of schoolteachers’ feedback literacy in spite of its crucial role in supporting student learning in classrooms. To address this research gap, individual interviews were conducted with 20 teacher educators in Hong Kong. The interviewees were asked to explicate the mind maps of schoolteacher feedback literacy that they had previously drawn. Data analysis revealed that the participants perceived schoolteacher feedback literacy as a three-dimensional concept, comprising knowledge, competence and disposition with specifications. In addition, the participants believed that schoolteacher feedback literacy was gradually evolving from a qualified level to a fully professional level over time. In their views, understanding subject content knowledge and developing positive feedback dispositions were prerequisites for developing feedback competencies. The findings of this study enhance the understanding of schoolteacher feedback literacy from the perspective of teacher educators and offer guidance for providing effective feedback training in teacher education programmes.
Was this research funded?
Yes, research was funded
Recommended Citation
Zhan, Y. (2022). Teacher Educators’ Perceptions of Schoolteacher Feedback Literacy: Implications for Feedback Training in Teacher Education Programmes. Australian Journal of Teacher Education, 47(10). https://doi.org/10.14221/ajte.2022v47n10.6
Included in
Educational Assessment, Evaluation, and Research Commons, Teacher Education and Professional Development Commons