Difference between revisions of "Skovholt2018"
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|Journal=Teaching and Teacher Education | |Journal=Teaching and Teacher Education | ||
|Volume=69 | |Volume=69 | ||
| − | |Pages= | + | |Pages=142–153 |
|URL=http://www.sciencedirect.com/science/article/pii/S0742051X17300082 | |URL=http://www.sciencedirect.com/science/article/pii/S0742051X17300082 | ||
| − | |DOI= | + | |DOI=10.1016/j.tate.2017.09.012 |
|Abstract=This study examines the anatomy of a teacher–student feedback encounter by qualitatively analysing live recordings of feedback between a teacher and her student in upper secondary school in Norway. By conducting a conversation analysis, this research identifies the overall organisation of the encounter. The results reveal that, first, the teacher used questions to establish a basis to promote her own agenda and worked to optimise students' contributions by providing positive feedback and minimising critiques and disagreement and second, the student approached the teacher's feedback with resistance. The study concludes with pedagogical implications for practice. | |Abstract=This study examines the anatomy of a teacher–student feedback encounter by qualitatively analysing live recordings of feedback between a teacher and her student in upper secondary school in Norway. By conducting a conversation analysis, this research identifies the overall organisation of the encounter. The results reveal that, first, the teacher used questions to establish a basis to promote her own agenda and worked to optimise students' contributions by providing positive feedback and minimising critiques and disagreement and second, the student approached the teacher's feedback with resistance. The study concludes with pedagogical implications for practice. | ||
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Latest revision as of 00:54, 12 January 2020
| Skovholt2018 | |
|---|---|
| BibType | ARTICLE |
| Key | Skovholt2018 |
| Author(s) | Karianne Skovholt |
| Title | Anatomy of a teacher–student feedback encounter |
| Editor(s) | |
| Tag(s) | EMCA, Feedback, Preference organization, Teacher-student supervision |
| Publisher | |
| Year | 2018 |
| Language | English |
| City | |
| Month | |
| Journal | Teaching and Teacher Education |
| Volume | 69 |
| Number | |
| Pages | 142–153 |
| URL | Link |
| DOI | 10.1016/j.tate.2017.09.012 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This study examines the anatomy of a teacher–student feedback encounter by qualitatively analysing live recordings of feedback between a teacher and her student in upper secondary school in Norway. By conducting a conversation analysis, this research identifies the overall organisation of the encounter. The results reveal that, first, the teacher used questions to establish a basis to promote her own agenda and worked to optimise students' contributions by providing positive feedback and minimising critiques and disagreement and second, the student approached the teacher's feedback with resistance. The study concludes with pedagogical implications for practice.
Notes
