Students' perception of teachers' two-way feedback interactions that impact learning

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...

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Veröffentlicht in:Social psychology of education 2019-02, Vol.22 (1), p.169-187
Hauptverfasser: Tan, Fiona D. H., Whipp, Peter R., Gagné, Marylène, Van Quaquebeke, Niels
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Sprache:eng
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Zusammenfassung: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-focused 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. [Author abstract]
ISSN:1381-2890
1573-1928
DOI:10.1007/s11218-018-9473-7