Teacher Conceptions about Feedback: a Literature Review
The article presents a review of empirical research on conceptions of feedback of teachers at different levels of education. Accordingly, we analyzed the results of thirteen studies that were selected from sixty-eight research papers published between 2000 and 2015. Based on a documentary analysis,...
| Autor Principal: | Contreras-Pérez, Gloria |
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| Otros Autores: | Zúñiga-González, Carmen Gloria |
| Formato: | info:eu-repo/semantics/article |
| Idioma: | spa |
| Publicado: |
Editorial Pontificia Universidad Javeriana
2017
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| Acceso en línea: |
http://revistas.javeriana.edu.co/index.php/MAGIS/article/view/18612 |
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| Sumario: |
The article presents a review of empirical research on conceptions of feedback of teachers at different levels of education. Accordingly, we analyzed the results of thirteen studies that were selected from sixty-eight research papers published between 2000 and 2015. Based on a documentary analysis, we established categories that compiled common aspects and differences in the studies. Results of the analysis allowed to establish three types of conceptions: correction, praise and projective improvement. We hope that this review will contribute to the understanding of teacher feedback practices and reduce the deficit of literature about feedback in the Spanish-speaking world. |
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