Feedback, Iterative Processing and Academic Trust - Teacher Education Students' Perceptions of Assessment Feedback

Davis, Susan; Dargusch, Joanne

doi:10.14221/ajte.2015v40n1.10

Cited by 14 publications

(17 citation statements)

References 25 publications

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“…Without meaningful and constructive feedback, whether oral and face-to-face or written, novices cannot judge whether their practices are up to professional standards and achieved the learning outcome (Ali & Al-Adawi, 2013;Ronfeldt & Grossman, 2008). Constructive feedback can motivate PSTs and encourage them to exert more effort on improving their teaching performance (Ali & Al-Adawi, 2013;Copland, 2010Copland, , 2011Davis & Dargusch, 2015;Hattie & Timperley, 2007;White, 2007).…”

Section: Discussionmentioning

confidence: 99%

Uncovering New Paths to Adaptation: A Case Study of Malaysian English as a Second Language Pre-service Teachers

Masry¹,

Alzaanin²

2021

AWEJ

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This study aims to explore how English as a Second Language ESL Pre-Service Teachers (PSTs) employ adaptation strategies in response to the surrounding constraining context to develop their professional identities. The research question is “How do pre-service teachers (PSTs) employ adaptation strategies to develop their professional identity (PI) during their simulated teaching class and practicum?”. Qualitative data were collected using semi-structured interviews and classroom observation from PSTs in a Malaysian university and public secondary schools in Kuala Lumpur. Findings showed that the positive notions of belonging to a Community of Practice (CoP) proved to be applicable in the simulated teaching class context, so PSTs used their adaptation process of observation-experimentation and evaluation to attempt different teaching practices. Nonetheless, the positive notions of the CoP were inapplicable in the teaching practicum context. Hence, PSTs struggled to construct their Professional Identity (PI) and had to alter their adaptation strategies to negotiate PI construction. The study concludes with some recommendations for further use. Program designers need to consider social interaction and integration within the professional context. That could enable adaptation processes to enhance PSTs’ PI development.

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Section: Discussionmentioning

confidence: 99%

Uncovering New Paths to Adaptation: A Case Study of Malaysian English as a Second Language Pre-service Teachers

Masry¹,

Alzaanin²

2021

AWEJ

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“…In line with theory on the value of iteration in learning processes for PSTs (e.g., Davis & Dargusch, 2015;, this sequence was repeated as iterations of the ELR process. Each Module was treated as a discussion-based learning intervention for the PSTs and each intervention was preceded by a training session that explained the process to be undertaken and the rationale behind each Module.…”

Section: Enhancement Lesson Reflection Structurementioning

confidence: 99%

“…The project focuses, in particular, on the projects that have developed sustainable and scalable models through iterative trials of learning procedures (e.g., . The project process is iterated to allow opportunities for using both collaboration and feedback/reflection to impact on lesson teaching (e.g., Davis & Dargusch, 2015). Iteration in early project trials served also as a manageable way of testing processes through repetition across small volunteer groups prior to up-scaling and embedding of similar processes in courses and workshops for larger groups.…”

Section: The Collaboration Nexusmentioning

confidence: 99%

Enhancing science and mathematics teacher education: evaluating an enhancement module for science pre-service teachers

Woolcott

Whannell

Pfeiffer

et al. 2017

IJLC

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Motivated and well-trained science and mathematics teachers are a requirement for sustaining an industrialized economy. The Australian government has funded several projects to satisfy this requirement designed to improve pre-service teacher education in regional and rural Australia. One such project uses a collaboration nexus model with lesson feedback and reflection modules in an iterative process using a repeated sequence comprised of an Enhancement Module, a subsequent Teaching Lesson and a Reflection Module. This paper reports on qualitative investigations of the effectiveness of the collaboration nexus in the Enhancement Module and comments on the value of the iterative process. Results from small-scale trials with pre-service teachers indicate that the Module positively engages participants, pre-service teachers, university scientists and specialist educators. The Module and its iterations appear to be effective in grounding pre-service teacher education in targeting regional contexts relevant to the daily lives of both pre-service teachers and their classroom students.

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“…Extensive literature on topics such as student engagement, alienation theory [1,2,[5][6][7][8][9] and trust [10][11][12][13][14] in HE exist, albeit in isolation. There is an absence of investigation that links the concepts together for the WP HE demographic, notoriously disadvantaged from the outset of University life [4,15].…”

Section: Introductionmentioning

confidence: 99%

An investigation into barriers to student engagement in Higher Education: Evidence supporting 'the psychosocial and academic trust alienation theory’

Jones¹

2021

Adv Educ Res Eval

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The purpose of this research was to examine the new concept of, ‘psychosocial and academic trust alienation theory’; the potential influence of self-concept, self-esteem and trust as barriers to student engagement. The study was conducted in a Higher Education University campus located within a 16-19 year old Further Education Institution.A constructivist epistemology, underpinned by symbolic interaction theory utilising a mixed methods approach formed the research design. The sample population were students enrolled at the participating institution and employed teaching staff. Quantitative surveys were completed by 39 students, supported by two qualitative staff focus groups and one qualitative student case study to examine an outlier result. Findings suggest 87% of the student participant sample aligned with the ‘psychosocial and academic trust alienation theory’. Barriers to student engagement were; specific classroom and assessment activities, relationships with teaching staff and peers, staff absences and staff turnover, all having a significant impact on students’ psychosocial and academic trust. The contribution of this research to the field of Higher Education is three-fold; firstly, findings support the ‘psychosocial and academic trust alienation theory’, secondly it provides insights into the psychological barriers to engagement for the Widening Participation student demographic, thirdly it proposes practical strategies for supporting Widening Participation students in Higher Education. Recommendations for practice include i) counselling, coaching and mentoring support from teaching staff, ii) initiatives to reduce staff turnover and sickness, iii) social pedagogical teaching approaches, iv) teacher training, and, v) peer based learning opportunities to cultivate communities of practice. These strategies could strengthen Widening Participation student’s psychosocial and academic trust, thus reducing barriers to student engagement in Higher Education, contributing to increased social mobility success rates in the United Kingdom and beyond.

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Feedback, Iterative Processing and Academic Trust - Teacher Education Students' Perceptions of Assessment Feedback

Cited by 14 publications

References 25 publications

Uncovering New Paths to Adaptation: A Case Study of Malaysian English as a Second Language Pre-service Teachers

Uncovering New Paths to Adaptation: A Case Study of Malaysian English as a Second Language Pre-service Teachers

Enhancing science and mathematics teacher education: evaluating an enhancement module for science pre-service teachers

An investigation into barriers to student engagement in Higher Education: Evidence supporting 'the psychosocial and academic trust alienation theory’

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