Elbra-Ramsay, Caroline 
ORCID: https://orcid.org/0000-0001-7281-0166
(2016)
Student teachers’ conceptions of feedback.
In: 2016 TEAN Conference, Birmingham.
(Submitted)
Abstract
The presentation will be based on the initial stages of project examining how student teachers understand feedback across a three year undergraduate programme. It will explore the relationships between understanding feedback as both a student and an emerging teacher and also the key influences within this understanding. This will include examining how they conceptualise ‘feedback’ and analysing how the practices within a university based Initial Teacher Education programme influence this understanding, both within taught modules and school placement. The presentation will include the results from a small scale with Year One Undergraduates. A phenomenological case study methodology underpins the research with interviews as the prime method of data collection. NVivo analysis enabled themes to be identified, including emotional responses, relationships, dialogue and personalisation. The paper will examine how these themes appear to have impacted on the students’ conceptual understanding of feedback and also their engagement with it.
The potential impact on practice is wide, as the presentation will include not only how student teachers engage with their own feedback but also how they use feedback to impact on the learning of the children they teach. Given the focus on feedback within the NSS, NQT survey, ofsted framework and Teacher Standards (as well as the potential for misunderstandings and reductive notions of feedback) this is an area worthy of much more research and discussion within Teacher Education.
| Item Type: | Conference or Workshop Item (Paper) |
|---|---|
| Status: | Submitted |
| Subjects: | L Education > L Education (General) |
| School/Department: | School of Education, Language and Psychology |
| URI: | https://ray.yorksj.ac.uk/id/eprint/5415 |
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