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| Autor/in | Tam, Angela Choi Fung |
|---|---|
| Titel | Undergraduate Students' Perceptions of and Responses to Exemplar-Based Dialogic Feedback |
| Quelle | In: Assessment & Evaluation in Higher Education, 46 (2021) 2, S.269-285 (17 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0260-2938 |
| DOI | 10.1080/02602938.2020.1772957 |
| Schlagwörter | Foreign Countries; Undergraduate Students; Student Attitudes; Dialogs (Language); Feedback (Response); Preservice Teachers; Educational Benefits; Student Evaluation; Evaluation Criteria; Teaching Methods; Instructional Improvement; Power Structure; Student Reaction; Trust (Psychology); Teacher Student Relationship; Hong Kong |
| Abstract | This study aims to explore undergraduates' perceptions of and responses to exemplar-based dialogic feedback. Forty-eight undergraduate teacher education students of Chinese language, science and social science participated. Semi-structured interviews, classroom observations and reflective journals were used to collect data. Students reported both benefits and challenges of exemplar-based discussion, which depends largely on the quality of the dialogic feedback. Three patterns of response were identified in the discussion: no response, moderate response and active response. Three factors influenced their responses: personal qualities, the availability of a supportive environment and teacher scaffolding. Reconceptualisation of feedback and pedagogical implications are discussed. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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