{"title":"教师实施口头和书面反馈课堂实践","authors":"","doi":"10.15700/saje.v42ns1a2262","DOIUrl":null,"url":null,"abstract":"Teachers use feedback to modify student thinking or behaviour to improve their learning. In order for students to achieve better, teachers must use different strategies and ways of teaching. In this article we reflect on the practical application and impact that written and verbal feedback have on learners. Through the research reported on here we aimed to contribute to reflection about different concrete feedback models that are helpful to teachers and students. Seventy-four teachers of the curriculum area, society and environment (civic education, geography and history), in urban schools (n = 39) and rural schools (n = 35) from 10 lower secondary schools answered the questionnaire. The results show that teachers provide students with written and oral feedback and that there is no significant difference in the application by teachers in urban and rural schools, nor among teachers who teach subjects in the curriculum area, society and environment. We recommend that teachers receive continuous training on how to use formative assessment techniques.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.7000,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Implementation of verbal and written feedback classroom practices by teachers\",\"authors\":\"\",\"doi\":\"10.15700/saje.v42ns1a2262\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Teachers use feedback to modify student thinking or behaviour to improve their learning. In order for students to achieve better, teachers must use different strategies and ways of teaching. In this article we reflect on the practical application and impact that written and verbal feedback have on learners. Through the research reported on here we aimed to contribute to reflection about different concrete feedback models that are helpful to teachers and students. Seventy-four teachers of the curriculum area, society and environment (civic education, geography and history), in urban schools (n = 39) and rural schools (n = 35) from 10 lower secondary schools answered the questionnaire. The results show that teachers provide students with written and oral feedback and that there is no significant difference in the application by teachers in urban and rural schools, nor among teachers who teach subjects in the curriculum area, society and environment. We recommend that teachers receive continuous training on how to use formative assessment techniques.\",\"PeriodicalId\":47261,\"journal\":{\"name\":\"South African Journal of Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.7000,\"publicationDate\":\"2022-12-31\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"South African Journal of Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.15700/saje.v42ns1a2262\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"South African Journal of Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.15700/saje.v42ns1a2262","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Implementation of verbal and written feedback classroom practices by teachers
Teachers use feedback to modify student thinking or behaviour to improve their learning. In order for students to achieve better, teachers must use different strategies and ways of teaching. In this article we reflect on the practical application and impact that written and verbal feedback have on learners. Through the research reported on here we aimed to contribute to reflection about different concrete feedback models that are helpful to teachers and students. Seventy-four teachers of the curriculum area, society and environment (civic education, geography and history), in urban schools (n = 39) and rural schools (n = 35) from 10 lower secondary schools answered the questionnaire. The results show that teachers provide students with written and oral feedback and that there is no significant difference in the application by teachers in urban and rural schools, nor among teachers who teach subjects in the curriculum area, society and environment. We recommend that teachers receive continuous training on how to use formative assessment techniques.
期刊介绍:
The South African Journal of Education (SAJE) publishes original research articles reporting on research that fulfils the criteria of a generally accepted research paradigm; review articles, intended for the professional scientist and which critically evaluate the research done in a specific field in education; book reviews, i.e. concise evaluations of books that have recently appeared; and letters in which criticism is given of articles that appeared in this Journal. Indicate the relevance of the study for education research where the education system is characterised by transformation, and/or an emerging economy/development state, and/or scarce resources. Research articles of localised content, i.e. of interest only to specific areas or specialists and which would not appeal to the broader readership of the Journal, should preferably not be submitted for consideration by the Editorial Committee. Ethical considerations: A brief narrative account/description of ethical issues/aspects should be included in articles that report on empirical findings.