This study investigated grade level differences in teacher feedback, students’ self-regulated learning (SRL), and their relationship. Secondary students participated (N = 1,260; 430 tenth-, 460 eleventh-, and 370 twelfth-graders). Latent factor mean difference analyses suggested that teacher feedback and students’ SRL level varied across grades. Comparatively, tenth-grade teachers were perceived to provide verification feedback, scaffolding feedback, and praise most frequently; twelfth-grade teachers were perceived to provide directive feedback and criticism most frequently; and eleventh-grade (...) teachers were perceived to provide all types of feedback least frequently. Students’ SRL generally declined as they aged. Results from three-group structural equation modelling indicated that praise generally had the strongest correlations with SRL regardless of grade level; directive feedback was negatively correlated with tenth-graders’ SRL but positively correlated with eleventh- and twelfth-graders’ SRL; scaffolding and verification feedback were positively correlated with eleventh-graders’ SRL; and criticism had small correlations with SRL, regardless of grade level. (shrink)

Feedback plays a crucial role in the writing processes. However, in the literature on foreign language writing, there is a dearth of studies that compare the effects of teacher feedback and automated feedback on both cognitive and psychological aspects of FL writing. To fill this gap, the current study compared the effects of teacher feedback and automated feedback on both revision quality and writing proficiency development, and perceived usefulness and perceived ease of use (...) of the feedback in English writing among English learners as an FL in China. It also investigated students’ perceptions of the strengths and weaknesses of the two types of feedback. The study adopted a mixed-methods design. The quantitative method collected the data through a pre-test and a post-test, which measured the participants’ English writing proficiency development; a writing task, which received either teacher feedback or automated feedback; and a close-ended questionnaire, which examined students’ perceived usefulness and perceived ease of use of the feedback. The qualitative method collected the data through an open-ended questionnaire, which examined the participants’ perceptions of the strengths and weaknesses of teacher feedback or automated feedback depending on the type of feedback they received. Chinese university EFLs in two English classes taught by the same English teacher participated in the study: one class received teacher feedback while the other received automated feedback using Pigaiwang. While the students in the two classes did not differ significantly on the pre-test of students’ writing proficiency, students who received teacher feedback scored significantly higher on revision than those who received automated feedback. Students in the teacher feedback class also had significantly higher ratings on perceived usefulness and perceived ease of use of the feedback than those in the automated feedback class. However, students in the automated feedback class obtained significantly higher scores on the post-test of the writing proficiency. The qualitative results identified three themes of strengths and two themes of weaknesses for the teacher feedback and the automated feedback, respectively. The results suggest that while teacher feedback has a more positive effect on the psychological aspect of FL writing, automated feedback may be more effective in developing FL writing proficiency in the long run. (shrink)

Research investigating the intricacies of how self-regulated writing strategies are used in a finely focused area of the second language writing process is still lacking. This study takes a mixed-methods approach to explore Chinese English as a Foreign Language learners’ use of self-regulated writing strategies when revising based on automated, peer, and teacher feedback in an online EFL writing context. Thirty-six Chinese university learners filled in three questionnaires. In addition, four learners followed a think-aloud protocol while revising and (...) responding to a stimulated recall interview to provide further data. The results revealed that learners employed an array of self-regulated writing strategies to attain their feedback revision goals. Learners used more cognitive strategies when revising based on automated feedback compared with peer and teacher feedback and more motivational strategies when revising based on teacher feedback. The think-aloud data and stimulated recall interviews coincided with the quantitative findings. Textual analysis revealed that feedback type and quantity were associated with self-regulated writing strategy use. (shrink)

This study investigated the longer-term impacts of trained peer feedback in comparison with teacher feedback on students’ writing development and writing motivation. Sections of an EFL writing course were randomly assigned to either teacher feedback or trained peer feedback conditions across two semesters. In the first semester, during their writing class, students either received training in how to implement peer feedback or simply studied models of writing. In the second semester, students either received (...) teacher or peer feedback across multiple assignments. Writing competence, writing self-efficacy, and writing self-regulated learning were assessed at the beginning and end of the second semester. Trained peer feedback and teacher feedback had similar positive effects on the improvement of writing competence and writing self-efficacy. However, trained peer feedback led to a significant enhancement of students’ autonomous motivation relative to no such growth from teacher feedback. (shrink)

While previous studies have examined front-line teachers’ written feedback practices in second language (L2) writing classrooms, such studies tend to not take teachers’ language and sociocultural backgrounds into consideration, which may mediate their performance in written feedback provision. Therefore, much remains to be known about how L2 writing teachers with different first languages (L1) enact written feedback. To fill this gap, we designed an exploratory study to examine native English-speaking (NES) and non-native English-speaking (NNES) (i.e., Chinese L1) (...) teachers’ written feedback practices in the Chinese tertiary context. Our study collected 80 English as a foreign language (EFL) students’ writing samples with teacher written feedback and analyzed them from three aspects: Feedback scope, feedback focus, and feedback strategy. The findings of our study revealed that the two groups of teachers shared similar practices regarding feedback scope and feedback strategies. Both NES and NNES EFL teachers used a comprehensive approach to feedback provision, although NNES teachers provided significantly more feedback points than their NES peers and they delivered their feedback directly and indirectly. However, their practices differed greatly with regard to feedback focus. Specifically, when responding to EFL students’ writing, NES teachers showed more concern with global issues (i.e., content and organization), whereas NNES teachers paid more attention to linguistic errors. With a surge in the recruitment of expatriate NES and local NNES English teachers in China and other EFL countries, our study is expected to make a contribution to a better understanding of the two groups of EFL teachers’ pedagogical practices in written feedback provision and generate important implications for their feedback provision. (shrink)

Giving feedback during active learning is an important, though difficult, task for teachers. In the present study, the problems elementary school teachers perceive and the beliefs they hold regarding this task were investigated. It appeared that teachers believe conditional teacher skills, especially time management, hinder them most from giving good feedback. The most widely held belief was that ?feedback should be positive?. Teachers also believed that it is important to adopt a facilitative way of giving (...) class='Hi'>feedback, but they found this difficult to implement. Only some teachers believed goal-directedness and a focus on student meta-cognition were important during active learning and teachers did not perceive problems regarding these aspects. It was discussed whether teachers? feedback behaviour was in line with these perceived problems and beliefs. The results give directions for the professional development of teachers to improve their feedback during active learning. (shrink)

The use of performance feedback in the workplace has gained popularity over the years, yet school heads have been challenged in providing it to teachers. In the initial interview, they shared that evaluation results can impact teachers’ motivation, and that feedback should be done carefully. However, they failed to clearly articulate a specific mechanism that had been applied in this vital role. Also, no studies have provided clear detail on the feedback mechanism used by school heads in (...) the past. For this reason, a study explored the feedback mechanisms employed by school heads in conveying the performance evaluation results to teachers. This study employed a narrative inquiry, and interviews were conducted with five school heads and five teachers who were chosen purposively for this research. Responses were recorded using a voice recorder. These responses were transcribed and analyzed using thematic narrative analysis. Based on transcripts, the study identified six emergent themes, such as conversational (one-on-one), relational, reflective, technical, reinforcing, and properly situated mechanisms in conveying performance evaluation results to teachers. Thus, a new feedback mechanism framework was developed. (shrink)

The educational design research movement asserts that the use of new tools or innovative devices is a powerful vector for the professional development of teachers, to the benefit of pupils' learning. It recommends that these tools be designed using a participatory approach that translates the knowledge gained from research into resources for action. The design-in-use approach shares the same presupposition. As part of our thesis work, we adopted this approach to co-design a teaching aid. With the help of a student (...) in training practice and engineering, we studied the effects of this participatory approach on the professional development of the sixteen co-designing teachers. This study enabled us to identify and categorize the professional contributions perceived by the practitioners. This work encouraged reflection on the "meta" processes used by teacher-designers to self-evaluate their professional development. (shrink)

Although the efficacy of teacher written feedback has been widely investigated, relatively few studies have been conducted from feedback practitioners' perspectives to investigate teachers' beliefs regarding it, particularly compare beliefs held by teachers with different sociocultural and linguistic backgrounds. Consequently, much remains to be known about teachers' conceptions about written feedback, who has different first languages. To bridge such a gap, we conducted this qualitative study to examine the similarities and differences between native English-speaking and non-native (...) English-speaking teachers' beliefs in Chinese University EFL settings. We analyzed the in-depth interviews with eight teachers through thematic analysis. The findings showed that NES and NNES teachers espoused a range of beliefs in relation to the five themes of written feedback: Purpose, scope, focus, strategy, and orientation. While they shared similar beliefs with regard to feedback focus, their beliefs differed in terms of feedback scope. Important implications are discussed for educational practices. (shrink)

This study examines feedback provided by an English teacher to Chilean secondary student texts, in the context of writing short stories collaboratively in an English as a foreign language class. The study aimed to analyze students’ decisions about the teacher’s types of feedback on their short stories. For this investigation, and under the context of qualitative research, there were analyzed 6 consecutive drafts of the students’ short stories, of a public high school in Chile. This is (...) a qualitative research with an action research design. The data collected was analyzed using Straub and Lunsford categories to describe the impact of the teacher’s written feedback on students’ decisions. In terms of students’ decisions, participant students adopted most of the teacher’s comments. The student’s texts evidenced progress, but still, regardless the feedback provided, they presented some grammatical and organizational issues. (shrink)

Teacher behaviors are one of the most significant factors influencing student learning. Students from different cultures may have different interpretations of their teachers’ behaviors. This study compared the associations between teacher strictness, teacher feedback, and students’ motivational beliefs using data from six Western countries (the United States, the United Kingdom, Finland, Norway, Australia, and New Zealand) and six East Asian regions (Japan, Korea, mainland China, Hong Kong, Macau, and Taiwan) in the Program for International Student Assessment (...) (PISA) 2015. A total of 89,869 15-year-old students were included in data analysis. The findings indicate that (i) teacher strictness was negatively associated with Western students’ motivation, but positively related to that of East Asian students; (ii) teacher feedback had significant positive associations with the motivational beliefs of both Western and East Asian students; and (iii) there was a positive relationship between teacher strictness and teacher feedback in East Asian context. These results highlight the need to consider cultural factors when interpreting students’ reactions to teacher behaviors. (shrink)

Nineteen teachers took part in a brief, one session, in?service course in which they were trained in behavioural techniques with the main aim of helping them increase their rates of approval contingent upon required behaviours from their pupils and to decrease their rates of disapproval. Subsidiary aims were that the teachers would be enabled to alter the balance of approval/disapproval given to academic and social behaviours, to increase the rate of approval given to group behaviours, to increase the rate of (...) description given to behaviours approved/disapproved, to use pupils' names more frequently and increase redirections given to behaviours following disapproval. From observations taken before and after training, it was seen that the main aim was achieved, with teachers showing increased levels of approval contingent upon required behaviour and decreased levels of disapproval, these changes being accompanied by increased pupil on?task behaviour. For the subsidiary aims, the data showed an encouraging shift in the balance of the teachers' verbal behaviour towards social and academic behaviours but the results were rather mixed for the other subsidiary aims. (shrink)

Feedback encompasses different aspects of learning and enables students tofocus on the goal of the lesson while being conscious of their responsibility fortheir success. It should neither be strictly criticism, nor mere praise; rather, itshould contain a set of information that will guide them in correcting their mistakesand learning. Feedback has a positive impact on student learning (Voerman et al.,2012) and is a key factor in increasing mathematical achievement (Clarke, 2001).The purpose of this action research is to improve (...) elementary mathematics teachingthrough the provision of feedback. Analysis of the video recordings from the lessonsrevealed the prevalence of feedback aimed at assessing students’ comprehensionand achievement. Additionally, students received feedback on the assignment. Asthe planned activities were implemented, an increase in student motivation, controlover their own learning and student satisfaction was also observed. The findingsdemonstrate that it is possible to improve mathematics education by introducingchanges that align with for the students’ abilities and interests. In doing so, it iscrucial for teachers to be knowledgeable about effective teaching methods thatmust be adapted to the educational context in which they work. (shrink)

The purpose of this article is to provide one prominent perspective from the research literature on a conception of feedback in educational psychology as proposed by John Hattie and colleagues, and to then adapt these concepts to develop a framework that can be applied in music performance teaching at a variety of levels. The article confronts what we see as a lack of understanding about the importance of this topic in music education and provides suggestions that will help music (...) teachers refocus how they use feedback within their teaching. Throughout the article, we draw heavily on the work of John Hattie and his colleagues whose explanations on all facets of feedback, but especially those forms of feedback that are focused on ensuring students understand “where to next”—have had a huge impact on school education through various publications. (shrink)

Feedback is one of the crucial components of teaching and learning processes in EFL classes. Providing feedback to learners throughout the teaching process is very important. Why should teachers use feedback? How many types of feedback may be used in a foreign language classes? Which are the advantages of using it? These are some of the research questions that this paper deals with, from theoretical to practical point of view. Feedback affects learners’ proficiency at any (...) level. Reviewing goals, techniques, strategies and teaching perception helps efficient teaching. Without feedback, students do not know where their difficulties are. What should they have to improve? Where to focus? Sometimes it may be neglected without knowing its importance. Effective teaching depends even on effective feedback given to learners. In this paper, we will consider some means of providing feedback to learners. (shrink)

In today’s schools, reading in an L2 is a very challenging task, and it is impossible to ignore the role of feedback in optimizing reading achievement. The present study was an attempt to investigate the type of both positive and corrective feedback moves utilized by L2 teachers in L2 reading comprehension classes. The study concentrated on six different kinds of corrective feedback, namely, explicit correction, recast, clarification request, metalinguistic feedback, elicitation, and repetition, as well as four (...) positive feedback techniques: acknowledgment, acceptance, rephrasing, and repetition. To this end, 40 participants were selected from a total population of 52 female EFL learners, aged 20-25, from an English language institute in Iran. In order to ensure the homogeneous entry behavior of the participants in terms of proficiency, the Oxford Placement Test , with reasonable measures of validity and reliability, was used to screen the students. All that happened in reading comprehension classes were audio recorded, transcribed, coded, and analyzed. To ensure about the consistency of the researchers in coding the data, the inter-coder reliability was run using Cronbach’s Alpha. Statistical analysis of the results revealed that repetition was the most frequently provided positive feedback by L2 teachers , followed by rephrasing . Regarding corrective feedback, explicit correction was the most frequent feedback technique and elicitation the second one utilized by L2 teachers . The results of Chi-square test showed that there was a significant difference among the frequencies of the feedback types. Hopefully the findings of this research study would help L2 teachers to have a more profound understanding of what goes on in their classes. (shrink)

Volume 46, Issue 6, November 2020, Page 693-707.

Higher education in the 21st century faces the challenge of changing the way in which knowledge is conveyed and how teachers and students interact in the teaching-learning process. The current pandemic caused by SARS-CoV-2 has hastened the need to face up to this challenge and has furthered the need to approach the issue from the perspective of digitalisation. To achieve this, it is necessary to design training programmes geared towards teaching staff and which address both the use of technology and (...) instructional design aimed at promoting the development of self-regulated learning and automatic feedback systems. In this study, work was carried out with 23 teachers in a training programme conducted through Moodle. The aims were: to test whether there were any significant differences between the behaviour patterns of new teachers compared to experienced teachers, to determine whether clusters of behaviour patterns corresponded to the type of teacher and to ascertain whether the level of teacher satisfaction with the training activity in digital teaching will depend on the type of teacher. A quantitative as well as a qualitative design was applied. Differences were found in the behaviour patterns in the training activities for the development of rubrics and use of learning analytics systems in virtual learning environments. It was also found that the type of teacher did not correspond exactly to the behaviour cluster in the learning platform. In addition, no significant differences were found in the level of satisfaction between the two kinds of teacher. The main contribution this study makes is to provide a detailed description of the training stage as well as the materials required for its repetition. Further analytical studies are required on teacher perception of training programmes in digital teaching in order to provide personalised training proposals that lead to an effective use of teaching in digital environments. (shrink)

Although research in the feedback-seeking behavior literature has primarily focused on feedback-seeking from supervisors, some emerging works have begun to explore the benefits of coworker feedback-seeking behavior. Based on the social exchange theory, we investigated how and when seeking feedback from coworkers will benefit the seekers. Using a sample of 327 teachers from China, we find that seeking feedback from coworkers is positively associated with task performance and workplace well-being. Seeking feedback from coworkers is (...) also positively associated with coworker relationship. Moreover, the coworker relationship mediates the effects of seeking feedback from coworkers and task performance and workplace well-being, and moderates the strength of the relationship between seeking feedback from coworkers on task performance and workplace well-being. Theoretical and practical implications of our findings are discussed. (shrink)

This multi-methodological study applied functional magnetic resonance imaging to investigate neural activation in a group of adolescent students ( N = 88) during a probabilistic reinforcement learning task. We related patterns of emerging brain activity and individual learning rates to socio-motivational (in-)dependence manifested in four different motivation types (MTs): (1) peer-dependent MT, (2) teacher-dependent MT, (3) peer-and-teacher-dependent MT, (4) peer-and-teacher-independent MT. A multinomial regression analysis revealed that the individual learning rate predicts students’ membership to the independent MT, (...) or the peer-and-teacher-dependent MT. Additionally, the striatum, a brain region associated with behavioral adaptation and flexibility, showed increased learning-related activation in students with motivational independence. Moreover, the prefrontal cortex, which is involved in behavioral control, was more active in students of the peer-and-teacher-dependent MT. Overall, this study offers new insights into the interplay of motivation and learning with (1) a focus on inter-individual differences in the role of peers and teachers as source of students’ individual motivation and (2) its potential neurobiological basis. (shrink)

_2020 PROSE Award Winner, Education Theory Category 2019 Outstanding Academic Title, _Choice_ In _Where Teachers Thrive_, Susan Moore Johnson outlines a powerful argument about the importance of the school as an organization in nurturing high‐quality teaching._ Based on case studies conducted in fourteen high-poverty, urban schools, the book examines why some schools failed to make progress, while others achieved remarkable results. It explores the challenges that administrators and teachers faced and describes what worked, what didn’t work, and why. Johnson draws (...) on vivid portraits of schools to highlight an array of school‐based systems and practices that support teachers’ professional growth and effectiveness. These include a rich and interactive hiring process; team‐based curriculum planning and assessment; and informative feedback and ongoing professional learning. Critical to all of these is the role of the principal as an essential agent in a school’s success. Although these elements may vary from school to school, Johnson argues that together these systems provide a comprehensive, mutually reinforcing set of well-orchestrated strategies that can help schools deliver results that exceed the sum of teachers’ individual efforts. Since 2000, policy makers and education officials have diligently sought to improve schools by improving the quality of individual teachers. However, even if those teachers are skilled and committed, the schools where they work are all too often disjointed, dysfunctional organizations that serve no one well. _Where Teachers Thrive _explains clearly how educators within a school can join together to adopt systems of practice that ensure growth and success by all teachers and their students. (shrink)

Playing with correct intonation is one of the major challenges for a string player. A player must learn how to physically reproduce a target pitch, but before that, the player must learn what correct intonation is. This requires audiation- the aural equivalent of visualization- of every note along with self-assessment whether the pitch played matches the target, and if not, what action should be taken to correct it. A challenge for successful learning is that much of it occurs during practice, (...) typically without outside supervision. A student who has not yet learned to hear correct intonation may repeatedly practice out of tune, blithely normalising bad habits and bad intonation. The real-time reflective nature of intonation and its consistent demand on attention make it a ripe target for technological intervention. Using a violin augmented to combine fingerboard sensors with audio analysis for real-time pitch detection, we examine the efficacy of three methods of real-time feedback for improving intonation and pitch learning. The first, aural feedback in the form of an in-tune guide pitch following the student in real-time, is inspired by the tradition of students playing along with teachers. The second is visual feedback on intonation correctness using an algorithm optimised for use throughout normal practice. The third is a combination of the two methods, simultaneously providing aural and visual feedback. Twelve beginning violinists, including children and adults, were given four in-situ 20-30 minute lessons. Each lesson used one of the intonation feedback methods, along with a control lesson using no feedback. We collected data on intonation accuracy and conducted interviews on student experience and preference. The results varied by player, with evidence of some players being helped by the feedback methods but also cases where the feedback was distracting and intonation suffered. However interviews suggested a high level of interest and potential in having such tools to help during practice, and results also suggested that it takes time to learn to use the real-time aural and visual feedback. Both methods of feedback demonstrate potential for assisting self-reflection during individual practice. (shrink)

Esta investigación pretende aportar datos para determinar en qué medida el feedback influye en el rendimiento académico.Se ha realizado una experimentación con estudiantes universitarios de los grados de marketing y de educación física. Se ha dividido la muestra en tres grupos en función del tipo de información -feedback- que se les proporcionaba.Los resultados muestran que hay correlación entre la información facilitada y los resultados obtenidos. El rendimiento mejora en función de la información cuando ésta es correcta. Estos resultados (...) han de servir para reforzar el compromiso del docente en ofrecer retroalimentación con responsabilidad y rigor. (shrink)

Gendered stereotypes persist in American classrooms despite efforts to create equitable learning environments. Within this qualitative study, we examined both teachers’ and administrators’ perceptions of gender in the classroom and present the data of the continued gender bias among some educators in their own words. The data showed teachers and administrators attributed conflict styles based upon gender and consistently reference boys conflict resolution style as “over quickly” in contrast to girls conflict resolution style. Likewise, participants’ gendered perceptions extended to the (...) kinds of feedback they expected girls and boys to prefer. Additionally, our findings show that participants misunderstood or lacked knowledge of scientifically sound research and participants described changing the curriculum in a single-sex class/school to use stereotypical topics and activities for student engagement. The authors suggest this data should open a discussion between education scholars and practitione... (shrink)

The South African government’s COVID-19 pandemic risk mitigation strategies significantly limited social contact, which necessitated a novel approach to existing face-to-face career guidance practices. The Grade 9 Career Guidance Project, originally developed as a group-based career development intervention, required radical adaptation into a self-directed, manualized format to offer career guidance to Grade 9 learners from low-income communities amid a global pandemic. The adaptation and continuation of the project was deemed essential as secondary school learners in low-income communities have limited career (...) guidance support. Furthermore, a close collaboration with the teachers at eight resource-constrained South African secondary schools was vital for successful implementation. To assess the success of the adaptation to a self-directed format, a mixed-methods design was employed, and Life Orientation teachers’ evaluative feedback was solicited. Favorable quantitative results were obtained; majority of teachers agreed that learners enjoyed the booklet and that it was deemed an adequate substitute to the previous contact-based format of the Career Guidance Project. This was also confirmed by the qualitative findings revealing teachers’ satisfaction with the booklet’s content, specifically that the booklet is complementary to the Life Orientation curriculum. Qualitative findings identified specific contextual barriers that contributed to some learners struggling to use the booklet optimally. The results suggest that it is feasible and acceptable to implement a self-directed career guidance intervention among secondary school learners amid a global pandemic. Teachers recommended ways to integrate the booklet, resources, and contact sessions as a preferred way forward. These findings have important implications for similar resource-constrained settings that may not have readily access to in-person career guidance and counseling human development. (shrink)

IntroductionThe COVID-19 pandemic required more responsibilities from teachers, including implementing prevention strategies, changes in school policies, and managing their own mental health, which yielded higher dissatisfaction in the field.MethodsA cross-sectional web survey was conducted among educators to collect information on their experiences teaching during the COVID-19 pandemic throughout the 2020–2021 academic year. Qualtrics, an online survey platform, fielded the survey from May 6 to June 8, 2021 to a national, convenience sample of 1,807 respondents.ResultsFindings revealed that overall, 43% of K-12 (...) teachers reported a greater intention to leave the profession than previously recalled prior to the COVID-19 pandemic. Intention to leave was multi-level, and associated with socio-demographic factors, individual factors, and teachers’ agency. We also found demographic disparities with respect to race and gender around teachers’ ability to provide feedback to schools on opening/closing and overall dissatisfaction with school/district COVID-19 prevention strategies implementation and policies.ConclusionThese findings are consistent with the Job-Demand and Resources Model, which posits that lack of organizational support can exacerbate job stressors, leading to burnout. Specifically, dissatisfaction with the way school policies were implemented took a toll on teachers’ mental health, leading to a desire to leave the profession. These findings are also consistent with research conducted once in-person teaching resumed in 2020–2021, specifically that the COVID-19 pandemic exacerbated preexisting teacher shortages that led to self-reported issues of stress, burnout, and retention.ImplicationsFurther research is necessary to understand the resources that may be most useful to reduce the demands of teaching in the context of the COVID-19 pandemic. Some teachers are more likely to leave the field, and educational agencies may wish to target their teacher-retention efforts with emphasis on strong employee wellness programs that help educators to manage and reduce their stress. Education agency staff may wish to review policies and practices to provide meaningful opportunities to give input to school/district decisions and enable proactive communication channels. (shrink)

Previous studies have focused on individuals learning from observing a model to be able to produce the modeled behavior. However, there is a lack of studies emphasizing the perspective of being observed to understand the role of perceived value and stress when teachers act as a teaching model. To address this gap, the present study explored the correlates between teachers’ teaching beliefs, perceived value, psychosocial stress, and continuous intention to be the observed teaching model in classroom observations. Data of 349 (...) respondents were usefully collected, and confirmatory factor analysis with structural equation modeling was performed. Results showed that teachers’ constructivist belief in teaching was positively related to perceived value of being observed and getting feedback, but was negatively related to psychosocial stress. Perceived value was positively related to continuous intention to be observed in future classroom observations, but perceived psychosocial stress was not significantly related to continuous intention. The results of this study can be applied to encourage those who are resistant to presenting their teaching experience in classroom observations. (shrink)

Preparing teachers in small rural schools to effectively integrate technology into their teaching practices is vital for fostering 21st-century skills in students, despite the unique challenges these settings present. To explore the specific challenges and opportunities related to the professional development of teachers in small rural schools, in the context of increasing digitalisation of education. This study employs a systematic review as its research method, aiming to identify, critically evaluate, and synthesize relevant studies that shed light on this context. (...) class='Hi'>Teacher education programmes that adeptly incorporate technology, such as mobile devices, into their curricula offer a critical support system not just for urban educators, but importantly for rural teacher candidates who may have limited access to higher education resources. Smartphones and tablets, for instance, can serve as valuable tools for these teachers, allowing them constant and remote access to professional development materials and effective learning resources. The technology also presents an opportunity for iterative learning, where immediate feedback can guide improvements in teaching strategies. Examples include the use of virtual avatars as teaching aids instead of in-person instruction. As the push for digitalisation continues, it is incumbent upon educational institutions to articulate the benefits and returns of such investments, especially in the context of small rural schools where resources may be limited and the challenges distinct. This articulation must be framed in terms that resonate with educators, students, communities, and potential educational funders in these rural contexts. (shrink)

Using both quantitative and qualitative approaches, this study investigated the preference of learners of English as a foreign language for four types of written corrective feedback, which are often discussed in the literature, on grammatical, lexical, orthographic, and pragmatic errors. In particular, it concerned whether such preference is influenced by two learner variables, namely, foreign language enjoyment and proficiency level. The preference for selective vs. comprehensive WCF was also examined. The participants in the study were 117 University students in (...) a Thai EFL context. Analysis of questionnaire data revealed a tendency for learners to prefer more explicit types of WCF for most error types, irrespective of their proficiency and FLE level. High proficiency level learners rated less explicit WCF types as useful to some degree, whereas their low proficiency level counterparts did not. Similar results were found for the two FLE groups. Besides, the FLE level seemed to play a role in perceiving the value of WCF in terms of scope. The results of follow-up interviews showed that the linguistic features of learners' first language, existing knowledge of the target language, affective feelings, and teacher's role were the main factors contributing to variation in learners' preferences. Possible pedagogical implications are discussed. (shrink)

Generative artificial intelligence (GenAI) is a subset of artificial intelligence (AI) that can generate content such as texts, images, videos, sounds, etc. While GenAI tools have been utilized in various contexts, their utilization in the academic context is still a controversial topic. Scholars observed that many universities have banned GenAI due to the potential for unethical usage. In this opinion article, we promote the utilization of GenAI tools as feedback agents to alleviate challenges in conventional feedback provision. (...) class='Hi'>Feedback is a valuable learning source, especially in writing instructions. However, conventional feedback provision is challenging due to the increase in teacher’s workload and social irritation issues in peer feedback. Utilized ethically, GenAI tools can alleviate these challenges. A few critical considerations are briefly presented. (shrink)

The practice of people mandated by the university to go to school in order to observe and evaluate the activity of trainees in pre-service teachers training remains poorly documented from the point of view of professional gestures (Jorro, 2016). This article focuses on the analysis of a feedback interview, which is a key moment in this practice, aiming at commenting, evaluating the performance of a trainee after the observation of their teaching. The originality of our analysis is that it (...) was carried out from several frames, in an effort to combine different perspectives on the same object. It is therefore a multifocal analysis (Altet, 2002). (shrink)

Supervision of teachers is essential for ensuring effective educational practices, fostering professional development, and achieving student success. The study determined the relationship of program heads' supervisory practices to the teachers’ teaching efficacy. It was conducted in a community college in Tangub City, Misamis Occidental. The descriptive-correlational design was used in the study. There were 146 faculty and 361 students who served as the respondents selected through a stratified random sampling technique. The adapted Program Heads’ Supervisory Practices and researcher-made Teachers’ Teaching (...) Efficacy Questionnaires were used as research instruments. Mean, Standard Deviation, and Pearson Product-Moment Correlation Coefficient were used as statistical tools to analyze the data gathered. Results revealed that the program heads were good in their supervisory practices. The teachers’ teaching efficacy was very high. The program heads’ supervisory practices did not influence the teacher’s teaching efficacy. The strategies employed by program heads in their supervisory roles do not always translate into improved teaching efficiency. The study's findings indicate that program heads need to adopt more responsive and tailored supervisory practices that directly address the specific needs of teachers to enhance teaching efficacy. This may involve integrating targeted professional development focused on practical classroom strategies and fostering peer collaboration to share best practices. Program heads may prioritize open communication and continuous feedback mechanisms to better align their supervisory approaches with the realities of classroom instruction, ensuring that support translates into improved teaching efficiency. (shrink)

Research has indicated that dialogic approaches have desirable effects in education, but it is also well-known that it can be a challenge for teachers to make the transition from the traditional teacher role to that of the facilitator. Based on a case study, this article investigates the successes and shortcomings of 29 teachers learning to facilitate classroom dialogue in teacher development programmes. The article analyses the trainees’ written selfevaluations and the supervisors’ feedback to examine the extent and (...) nature of the challenges encountered as well as the teachers’ self-perceptions compared to the perceptions of the trained supervisors. The main findings were that the teachers encountered many challenges, especially when it came to adopting the role of a facilitator and supporting the students’ reasoning and interaction. In addition, their own assessments of their performances were generally unreliable. Nonetheless, with supervised training, the teachers were successful in learning to facilitate philosophical dialogues. (shrink)

School physical education has the potential to contribute to public-health promotion and well-being, but oftentimes students' lack of motivation toward PE or physical activity in general, especially during adolescence, diminishes, or eradicates the positive effects associated with PE. Therefore, practical approaches are required that help teachers to increase or awake students intrinsic motivation toward PE, for which self-determination theory may provide the conceptual framework. In that regard, the purpose of the present study was to examine whether the use of real-time, (...) heart rate feedback during regular PE lessons has the potential to increase students' autonomous motivation and physical effort. To achieve this, we had forty healthy adolescents between 16 and 17 years of age run for 30 min either with or without real-time, individualized heart rate feedback during a regular PE class and compared physical and perceived exertion as well as joy of running between the two groups. Participants were randomly assigned to the groups. Our data revealed that participants in the EG enjoyed running more than participants in the CG despite a higher physical and perceived exertion. That means, running with real-time, individualized heart rate feedback apparently increased participants' motivation to run and to enjoy running at higher levels of exertion. In that regard, real-time, individualized activity feedback should be implemented in regular PE classes systematically and repeatedly to create a controllable and attainable situation that allows students to actively adjust their own behavior to achieve appealing and realistic goals. (shrink)

Employees are critical stakeholders for an organization because they directly deal with the end-users and represent the entire firm. To recognize the strategic importance of the employees, organizations create communication programs to keep employees apprised of organizational issues. In this regard, this study examined the role of communication strategies on organizational commitment. The study also investigated the mediating effect of faculty engagement between communication strategies and organizational commitment. Self-administered survey aided in acquiring data from 276 English language teachers in China. (...) The analysis of the data was conducted using SmartPLS through the Structured Equation Modeling technique. The outcome of the study demonstrated that information flow and information feedback significantly impact organizational commitment and faculty engagement. The analysis also revealed that information adequacy significantly impacts organizational commitment but has no relationship with faculty engagement. The mediation analysis demonstrated that faculty engagement mediated the relationship between information flow and organizational commitment and between information feedback and organization commitment. However, faculty engagement did not mediate the relationship between information adequacy and organizational commitment among English language teachers in China. In theoretical terms, the study contributed in terms of incorporating different communication strategies and examining their effect on organizational commitment and faculty engagement. In practical terms, this study would be beneficial for the management of the educational institutes to develop different ways of enhancing communication strategies within the institute. This study also provided directions for the future, for example, conducting the study on other subject teachers, increasing the sample, carrying out the research in a different context, and adding different mediators and moderators in the existing model. (shrink)

Resumen: Los profesores universitarios ocupamos mucho tiempo en ofrecer retroalimentación oral o escrita a los trabajos de los estudiantes. Sin embargo, una de las preocupaciones que surge es saber qué hacen los estudiantes con dichas sugerencias ¿Las siguen? ¿Las omiten? El objetivo de esta investigación es presentar los resultados del análisis de las acciones ejecutadas por estudiantes universitarios a partir de los 434 comentarios escritos ofrecidos por dos profesores guías a un total de 6 borradores durante el desarrollo de una (...) investigación final de grado. Para ello, adaptamos la taxonomía de Faigley y Witte para analizar las acciones realizadas por escritores a partir de la retroalimentación recibida. Analizamos, a partir del texto terminado, las acciones realizadas por los estudiantes en términos de adopción, no adopción o supresión de las sugerencias ofrecidas para mejorar el escrito. Los resultados demuestran que los estudiantes adoptan prácticamente todas las sugerencias ofrecidas. Básicamente lo que más hacen es consolidar y sustituir en el escrito. Asimismo se reporta que existe alguna relación entre la manera como se ofrecen los comentarios y las acciones que realizan los escritores. Si bien se trata de un estudio de caso, es interesante notar una cierta relación entre la oferta de órdenes y la adición, y entre preguntas con reformulaciones en el escrito.: We, university teachers, invest most of our time in offering written or oral feedback to the student’s assignments. However, one of the issues is to know what students do with these comments. Do they follow them? Do they omit them? The aim of this research is to present the results of the analysis carried out about the actions that students perform based on 434 written comments provided by 2 supervisors teachers in total of 2 drafts produced in the development of the final undergraduate research. To analyze the actions carried out by the writers from the feedback received, Faigley and Witte taxonomy was adapted. These actions were analyzed in terms of adoption, non adoption or suppression of the suggestions offered to improve the text. The results show that students adopt almost all the suggestions offered. Basically, what they do the most is to consolidate and substitute. Likewise, it is possible to report that there is a relation between the way comments are offered and the actions the writers carry out. While, this is a case study, it is interesting to notice a certain relation between offering order and the text addition and questions with the text modifications. (shrink)

Alternative Learning System (ALS) has been adopted in Philippine basic education, yet there is no academic institution in the region prepares ALS teachers in teaching life skills. ALS teachers graduated from different programs of teacher education for formal education. In response, an extension project was conceptualized and implemented to enhance the teaching capacity and effectiveness of ALS teachers. Case study was conducted to evaluate the effectiveness of the project. It explored the transfer of life skills among ALS teachers. Data (...) were collected from multiple sources. Interview and written responses, and feedbacks were analyzed using thematic narrative analysis. Other data were analyzed using document and descriptive analyses. The project had achieved its objectives and rated best by participants. These indicate that the project was implemented effectively and successfully. ALS teachers have acquired life skills and transferred them to others. Thus, the project has made a difference in the lives of these teachers. (shrink)

Online education has advantages during COVID-19, but it also has problems related to hardware support and user experience. Focusing on teaching quality by discipline is an effective way to improve teaching quality in universities. To investigate the online education experience from the perspective of different academic disciplines, we evaluated 251,929 student questionnaires and 13,695 teacher questionnaires from 334 universities in China. The main finding was a difference in teaching preparation, experience, feedback, and improvement processes by disciplines. Teachers and (...) students had obvious disciplinary differences in preparation, school support, and teaching constraints. However, disciplinary differences were minor for pedagogical issues such as participation, assignments, and grading, as well as for evaluation of platform technical support and views on the continuation of online learning. The research results analyzed the teaching psychology of teachers and students in different disciplines during the pandemic. Therefore, it explained the impact and role of discipline differences on students’ learning psychology during COVID-19. This research will benefit educators, researchers, and policy makers to help them with the improvement of online education. (shrink)

The incorporation of technology into the training of foreign language teachers has garnered considerable interest among educators, who have increasingly acknowledged the inherent possibilities of innovative tools and applications in augmenting their professional growth. Notwithstanding, these tools allow educators to remain abreast of the most current pedagogical methodologies, augment their instructional expertise, and proficiently cater to the varied requirements of students. This study investigates the incorporation of these tools within the instructional program of educators specializing in foreign languages; with the (...) ultimate aim of unveiling the views of relevant stakeholders on how these tools aid in strengthening their professional growth. The study involved the participation of 107 individuals, comprising both foreign language university lecturers and teacher trainers. Furthermore, a quantitative method of analysis was adopted in analyzing the research data that was collated through the use of an online questionnaire. Several significant findings were made from the research data which were presented and analyzed. The research findings revealed that technology integration seamlessly paves the way for the professional development of foreign language educators. Also, a comprehensive training program, provision of ongoing professional development opportunities, peer collaboration, and establishment of feedback and evaluation mechanisms can aid in countering major limitations of the implementation of technology integration. (shrink)

Enhancing the competency of double-qualified teachers can significantly improve educational quality, adapt to industry demands, drive educational reform, and support teachers' personal career development and students' overall growth. This study aims to investigate and identify the components of double-qualified teachers' competency in local applied universities by distributing expert confirmation forms to experts in the field of educational management. Additionally, a survey will be conducted among 228 double-qualified teachers from Baise University to explore the current and desired states of their competencies. (...) The PNI modified method will then be used to assess the key priority needs index of double-qualified teachers' competencies in local applied universities. Based on the survey feedback, a training program will be proposed to enhance the competency of double-qualified teachers. The results revealed that: Part 1 of the components of enhancing double-qualified teachers' competency include: i) Proper Ethics, ii) Practical ability, iii) Teaching ability, iv) Reflection and improvement, v) Teacher-student relationship. The suitability of these components was highly rated by experts. Part 2 in the study of the current, desired states, and priority needs of double-qualified teachers' competencies in local applied universities, the current state was generally at a medium level. In the desired state, the competencies of double-qualified teachers were at a very high level. Among the PNI rankings, "Proper ethics" was identified as having the highest priority need. Part 3 is to enhance the competency of double-qualified teachers in local applied universities, the project will use the 70:20:10 learning model. The program consists of 5 components: i) Principles, ii) Objectives, iii) Contents, iv) Development Processes, and v) Measurement and Evaluation. The suitability and feasibility of the program were evaluated by 5 experts. The results indicated that both the suitability and feasibility of the program were at the highest level. This study is significant for enhancing the competency of double-qualified teachers in local applied universities, as it can provide a reference framework for the training of double-qualified teachers' competencies. (shrink)

This participatory study recounts conversational practices occurring between three teachers, a head of school, and a researcher during a month-long curriculum design workshop mediated by the MagicSchool AI technology to create social studies, language arts, science, and mathematics lessons for a virtual special education program. A social paradigm of AI-mediated educational practices is presented, wherein teachers interact with AI tools by embodying co-agency and a spirit of inquiry. Collective practices are interpreted using Gordon Pask’s conversation theory framework, showcasing how to (...) design systems of human-AI feedback loops devoted towards curriculum design. Meeting transcriptions, AI-prompt data, AI-mediated lesson plans, teacher feedback, and final products are shared using narrative inquiry to illustrate how collaborative co-agency culminated in lesson plans that co-observers felt confident in deploying. (shrink)

Background: Few robust autism-specific outcome assessments have been developed specifically for use by teachers in special schools. The Assessment of Barriers to Learning in Education – Autism is a newly developed teacher assessment to identify and show progress in barriers to learning for pupils on the autism spectrum with coexisting intellectual disabilities. Aims: This study aimed to conduct a preliminary validity and reliability evaluation of the ABLE-Autism. Methods and procedures: Forty-eight autistic pupils attending special schools were assessed using the (...) ABLE-Autism. Multi-level modelling was used to evaluate test-retest reliability, internal consistency and convergent validity with the Teacher Autism Progress Scale. Outcomes and results: Results showed excellent test-retest reliability and internal consistency. A large effect size suggested that the ABLE-Autism is strongly correlated with the Teacher Autism Progress Scale. Teacher feedback was positive and suggested that the ABLE-Autism is easily understood by teachers, relevant to autistic pupils in special schools, and adequately covers the skills and behaviours that teachers believe are important to assess for these pupils. Conclusions and implications: Although further validation is recommended, the preliminary evaluation of the ABLE-Autism suggests that it is a useful and has the potential to be an effective outcome assessment for autistic pupils in special schools. (shrink)

The use of diverse techniques for the evaluation of writing tasks in English as a Foreign Language (EFL) has made its way into the EFL classroom in order to facilitate both the teachers’ task and the L2 students’ comprehension. Thus, the aim of this paper is to explore how undergraduate students may be trained in the use of rubrics, an ecologically valid feedback technique, and how they might assess sample writing tasks. This way, we will observe how able they (...) are to identify dissimilarities and consistencies in these writing tasks on the basis of a specific genre as an article. (shrink)

Metacognition, otherwise known as ‘thinking about one’s thinking,’ leads to greater academic success and is foundational. Given this importance, metacognitive behaviors need to be developed within early years contexts to provide young children the opportunity to practice these behaviors and receive feedback. However, literature continues to focus on the development of metacognition in later grades. This mixed methods study explored metacognition in eight Kindergarten classrooms. Participants included eight Kindergarten teachers, six early childhood educators (ECEs), and 80 students. Data collection (...) was conducted at two time periods separated by 12 weeks. Data collection included the Children’s Independent Learning Development (CHILD) measure, semi-structured interviews, and classroom observations. The quantitative data from the CHILD were analyzed using a paired samplest-test in SPSS. All qualitative data were analyzed thematically. Qualitatively, three themes were identified: (1) Conceptualization of metacognition, (2) Barriers to developing metacognition, and (3) Operationalization of strategies to facilitate metacognitive development. Evidence demonstrated that participants had incomplete conceptualizations of metacognition. Some articulated simple understandings by reporting the literal translation and were unable to articulate more fulsome conceptions. However, some teachers had more developed conceptions of metacognition that included different facets such as planning and reflective thinking. All participants were forthcoming with identifying ways in which they struggled with implementing metacognitive practices or encouraging the development of metacognition. These barriers included large classroom sizes, developmental readiness, and wide student ability. Despite having an incomplete understanding of metacognition, early years educators were trying a variety of different strategies to help promote metacognitive thinking within their Kindergarten classrooms. Surprisingly, teacher ratings using the CHILD did not change significantly from Time 1 (M= 1.88, SD = 0.744) to Time 2 (M= 1.85, SD = 0.66),t(72) = 0.72,p> 0.05. A similar trend was observed for ECE ratings using the CHILD as they did not change significantly from Time 1 (M= 1.89, SD = 0.70) to Time 2 (M= 1.80, SD = 0.79),t(52) = 1.36,p> 0.05. This research highlights empirical practices that Kindergarten educators can use to help facilitate metacognitive thinking. Furthermore, it identifies a need to better support Kindergarten educators by integrating practices aimed at developing metacognitive thinking in their students through explicit examples of strategies. (shrink)

How do teachers learn about what learners already know? How do learners aid teachers by providing them with information about their background knowledge and what they find confusing? We formalize this collaborative reasoning process using a hierarchical Bayesian model of pedagogy. We then evaluate this model in two online behavioral experiments (N = 312 adults). In Experiment 1, we show that teachers select examples that account for learners' background knowledge, and adjust their examples based on learners' feedback. In Experiment (...) 2, we show that learners strategically provide more feedback when teachers' examples deviate from their background knowledge. These findings provide a foundation for extending computational accounts of pedagogy to richer interactive settings. (shrink)

One of the major goals of ontology is to represent properly the underlying conceptual structure of the messy world reflecting the reality as much as possible. Ontology building tools should be designed to help developers create good ontologies. However, few of them can deal with roles adequately. Needless to say, the world is full of roles (e.g., wife, teacher, president, fuel, food, product, output, height) although there has been extensive theoretical research on roles, we do not yet have a (...) comprehensive and usable theory yet. Our group has already constructed an ontology-development tool known as Hozo which has the ability to deal with roles. However, although Hozo allows users to represent roles better than other existing tools, the underlying theoretical foundations are still unclear and there is some room for improvement concerning the generality of how to deal with roles. In this paper, as an extension of the Hozo framework for roles, we present a framework for organizing role concepts according to their context dependencies. We also focus on the clarification of role properties and requirements on the model of roles and on the feedback obtained from Hozo-based ontology building experiences. Establishment of a computational model of roles contributes to building good ontologies because such a theory would provide useful guidelines for dealing with view-related and context-dependent distinctions related to roles. (shrink)