Digital Oral Feedback on Written Assignments as Professional Learning for Teacher Educators: A collaborative self-study
Abstract
This article reports on a self-study of teacher educators involved in a preservice teacher unit on literacy. In this study the teacher educators provided the preservice teachers with digital oral feedback about their final unit of work. Rather than marking written work as individual lecturers, we collaboratively read each assignment and recorded a sound file of our conversation. We constructed our collaborative marking of each assignment as a “cultural gift” to our own professional learning. We found that we were providing more in-depth feedback on the assessment criteria for each assignment than we would have with written feedback prepared individually. We also uncovered tensions in relation to our preferred modalities associated with the digital marking.
Reference
Auld, G. g., Ridgway, A., & Williams, J. (2013). Digital Oral Feedback on Written Assignments as Professional Learning for Teacher Educators: A collaborative self-study. Studying Teacher Education: Journal Of Self-Study Of Teacher Education Practices, 9(1), 31-44. doi:10.1080/17425964.2013.771575
Journal
Studying Teacher Education: Journal Of Self-Study Of Teacher Education Practices
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
Preservice Sample Size
Other Participant Data
Duration of Data Collection
Data Sources
Data Analysis Tools
Researcher Positionality
- Inside (studying their own practices)
Research Questions
"This study is essentially about how the process of assessing student work in teacher education can contribute to the professional learning of the teacher educators undertaking the assessment."
Is this research question explicit from the manuscript? Yes