Anatomy of a teacher–student feedback encounter

Skovholt, Karianne

doi:10.1016/j.tate.2017.09.012

Cited by 37 publications

(31 citation statements)

References 24 publications

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“…In this interaction, concerns and problemsolving actions in teacher-student feedback practices have been found (Öhman 2015;Öhman and Tanner2017). Similar phenomena of problem solving and responsive actions to student displays of competence or trouble have been studied in scaffolding practices (Koole and Elbers 2014), and delivering critique or facilitating student autonomy are other aspects of feedback interaction (Skovholt 2017). How feedback is organized and accomplished within creative subject content is yet to be investigated.…”

Section: Studying Feedback Practices Within Creative Knowledge Domainsmentioning

confidence: 98%

Twist and Shape: Feedback Practices within Creative Subject Content of Hairdressing Education

Öhman

2018

Vocations and Learning

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The aim of this study is to explore feedback practices and how such actions of assessment emerge from embodied participation in classroom interactions between teachers and students. Using video recordings of teacher and student interactions in hairdressing education, I look at how feedback practices within creative subject content are produced between the participants as social actions situated in interaction, using conversation analysis. Feedback is contingent upon an embodied moment-to-moment monitoring and collaboration between the teacher and student, and is organized as a trajectory from problem detection through exploration until a final solution is found. Feedback within creative subject content is displayed as a multifarious exploration of embodied as well as materially situated professional knowledge. Overall, the findings show how feedback is mutually produced in a process, making tacit dimensions of hairdressers' knowing explicit. This allows for improving the quality of the work over time in a trajectory of problem solving phases gradually displaying how to assess creative subject content of the material product worked on.Keywords Feedback . Assessment . Creative subject content . Vocational education . Participation . Conversation analysisThis article explores feedback practices within ongoing teaching in hairdressing education in Sweden, with a special interest in how feedback is organized as part of a creative process. The study is an empirically based contribution to research on assessment in classroom interaction that understands feedback as situated activities in social interaction (Merry et al. 2013). Studying this kind of educational activity, where the student is training on a mannequin head simultaneously to getting instructions and being assessed by the teacher, displays feedback as a social practice in a moment-byVocations and Learning https://doi

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Section: Studying Feedback Practices Within Creative Knowledge Domainsmentioning

confidence: 98%

Twist and Shape: Feedback Practices within Creative Subject Content of Hairdressing Education

Öhman

2018

Vocations and Learning

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“…The dominant conception of teacher feedback has traditionally been as a one-way message from a sender to a receiver (2,3) . However, in recent years, teacher feedback has been recognized as more interactive, and an increasing number of studies have examined how students receive this feedback (4)(5)(6) . For example, Van der Kleij (7) explored feedback perceptions of both teachers and students and the relationship between students' characteristics and their perceptions of feedback.…”

Section: Feedback In Educationmentioning

confidence: 99%

The Psychological Effects of Feedback on Students: Experimental Research Using a Psychophysiological Approach

Okamoto

Kuroda

2020

The Journal of Information and Systems in Education

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Research on feedback has shown teachers' feedback to be more interactive. There is a heightened need to investigate how students perceive feedback. Researchers have increasingly explored this topic with interviews and questionnaires. In addition to these conventional methods, it is necessary to study the effects of feedback on psychological characteristics because conventional methods cannot reveal aspects that students cannot easily verbalize. This study examined the psychological effects of the difference between two types of feedback: that which encourages participants (Encouraging-FB), and that which pushes participants (Pushing-FB). To this end, we measured the skin conductance, respiration, and pulse wave of participants as they solved puzzles. Their skin conductance data showed that arousal was higher during Pushing-FB than Encouraging-FB, while respiration and pulse wave data suggest that stress was higher during Pushing-FB. These data can reveal psychological situations that are difficult for many teachers to grasp.

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“…Pesquisas que aplicam a perspectiva da AC multimodal ao contexto pedagógico de línguas adicionais são de extrema relevância, pois analisam e documentam performances reais de professores e alunos em diversas situações de ensino e aprendizagem (Markee & Kasper, 2004;Walsh, 2010;Sert, 2015;Heller, 2017;Skovholt, 2018), permitindo aos profissionais da área a possibilidade de refletir sobre suas decisões pedagógicas e refinar suas práticas. Além disso, são essas pesquisas que viabilizam a compreensão das características e da organização das interações que ocorrem naqueles ambientes para, então, pensar nas práticas que se mostram interacionalmente mais eficazes para o processo de ensino-aprendizagem.…”

Section: Análise Da Conversa Multimodal No Contexto De Aprendizagem Dunclassified

Entendendo o ‘entendimento’ em aulas de língua inglesa: uma perspectiva interacional multimodal

Andrioli

Ostermann

2019

Acta Sci. Lang. Cult.

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A capacidade de ‘entender’ apresenta enorme relevância em interações em geral, mas, em contextos de ensino e aprendizagem, ganha ainda mais ênfase. Em aulas de língua adicional (LA), o ‘entender’ pode se tornar uma tarefa mais onerosa, visto que a LA pode dificultar o entendimento entre professores e aprendizes. É sobre os momentos singulares de busca deliberada pela construção e/ou certificação de entendimento que este estudo se debruça. A partir de quinze aulas de língua inglesa como LA, gravadas em áudio e vídeo, e amparado pela perspectiva teórico-metodológica da análise da conversa (Sacks, Schegloff, & Jefferson, 1974) multimodal (Streeck, Goodwin, & LeBaron, 2011), este estudo evidencia como aprendizes tornam explícitos e, consequentemente, socialmente observáveis seus entendimentos, a partir da produção de declarações e de demonstrações de entendimento. A investigação pela perspectiva interacional de natureza êmica, sequencial e multimodal também revela como cada um desses fenômenos, tão comuns ao ambiente escolar – i.e., declaração de entendimento vs. demonstração de entendimento –, gera consequências e desfechos interacionais distintos. A partir desses achados, o artigo discute as implicações pedagógicas de cada um dos fenômenos para o processo de ensino e aprendizagem de línguas adicionais.

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Anatomy of a teacher–student feedback encounter

Cited by 37 publications

References 24 publications

Twist and Shape: Feedback Practices within Creative Subject Content of Hairdressing Education

Twist and Shape: Feedback Practices within Creative Subject Content of Hairdressing Education

The Psychological Effects of Feedback on Students: Experimental Research Using a Psychophysiological Approach

Entendendo o ‘entendimento’ em aulas de língua inglesa: uma perspectiva interacional multimodal

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