LIBERO WebOPAC Catalogue Display (W561)

Catalogue Information
Field name	Details
Nuova numerazione	80185
Collocazione	UPS BIBL CENTR 39-C-2708
Autore	TAN, F. D. H.
Titolo	Students’ perception of teachers’ two-way feedback interactions that impact learning. Parte componente di periodico
Descrizione fisica	pp. 169-187.
Nota generale	Estratto da: Social Psychology of Education 2019, 22, 1.
Riassunto	Teacher-student interactions are fundamental to learning outcomes. However, the facilitation of student-defined, in-class two-way feedback interaction is under-researched. The purpose of this paper is to share insights from Year 9 students (N = 32; age = 14–15 years), describing effective teacher’s two-way feedback interaction through Respectful Inquiry (RI; asking questions, question openness, and attentive listening). Small-focussed group interviews were conducted and transcripts were inductively analysed to represent the conceptualised effective student-described teacher behaviour and associated learning outcomes. Findings confirm that two-way feedback, as opposed to unilateral teacher feedback, is facilitative of more diverse and higher-order learning outcomes. According to the students, RI is constitutive in the two-way feedback interaction process; executed together, positive psychological needs support and metacognition are fostered. While this research was exploratory, the findings offer practical and novel insights on teachers’ two-way feedback interactions that can enhance students’ metacognition and suggests how specific feedback behaviours augment higher-order learning outcomes.
Tipo di documento	RICERCA.
Soggetto	DOCENTI.
	STUDENTI.
	RELAZIONI.
	APPRENDIMENTO.
	SCUOLA SECONDARIA.
	COMPORTAMENTO.
	BISOGNI.
	RENDIMENTO.
	AUSTRALIA.
Ambito	Psicologico
Ambito	Pedagogico
Autore Secondario	WHIPP, P. R.
	GAGNÉ, M.
	VAN QUAQUEBEKE, N.
Titolo correlato	Social Psychology of Education 2019, 22, 1.
Accesso online	Scheda EBSCO

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Students’ perception of teachers’ two-way feedback interactions that impact learning.