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Developing the relational in teacher feedback literacy: exploring feedback talk

Heron, Marion, Medland, Emma, Winstone, Naomi, Pitt, Edd (2021) Developing the relational in teacher feedback literacy: exploring feedback talk. Assessment and Evaluation in Higher Education, . ISSN 0260-2938. (doi:10.1080/02602938.2021.1932735) (KAR id:90660)

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Abstract

The higher education literature on feedback has generally explored spoken feedback delivered on a summative written assignment. In contrast, this study explores spoken feedback as part of the teacher – student dialogue in classroom interaction (i.e. feedback talk). Drawing on a discourse analysis approach we identified linguistic and rhetorical indicators of feedback talk and found a number of common patterns in six seminar events. Interviews with two teachers revealed a perception that feedback was an inherent part of the teaching and learning process and agreement on the significance of feedback talk in supporting relationships. We argue that a recognition and understanding of feedback talk can support the relational dimension of feedback literacy in the micro-moments of learning and teaching. We frame our discussion of feedback talk and teacher feedback literacy within the wider context of learning and teaching and call for a more holistic perspective on feedback.

Item Type: Article
DOI/Identification number: 10.1080/02602938.2021.1932735
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Divisions > Directorate of Education > Centre for the Study of Higher Education
Depositing User: Edd Pitt
Date Deposited: 06 Oct 2021 12:18 UTC
Last Modified: 07 Oct 2021 11:00 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/90660 (The current URI for this page, for reference purposes)
Winstone, Naomi: https://orcid.org/0000-0001-8157-8274
Pitt, Edd: https://orcid.org/0000-0002-7475-0299
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