Journal article
Using an evidence-informed reflection tool to develop understandings of feedback talk
Teaching in higher education, Vol.30(5), pp.1190-1207
2025
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Abstract
Research-based and practical reflection tools can enable systematic analysis of practice and contribute to deeper understandings of classroom processes. An empirically based, evidence-informed reflection tool was developed to support teachers to recognise feedback talk and how it is built into classroom interactions. The tool, titled the feedback talk framework, enabled teachers to reflect on their feedback talk and effect changes in practice and feedback literacy. The feedback talk framework was refined through a survey and semi-structured interviews with teachers for use as a reflection tool and resulted in three overarching feedback talk themes: informing, confirming and validating, and questioning. Results illuminated how teachers used the tool to identify and reflect on feedback talk, strengthening our argument that using an empirically derived feedback talk framework can support evidence-based approaches to teacher reflection. Suggestions and implications for the utility of the reflection tool in a range of contexts are then provided.
Details
- Title
- Using an evidence-informed reflection tool to develop understandings of feedback talk
- Creators
- Emma Medland - University of SurreyMarion Heron - University of SurreyKieran Balloo - University of SurreyAlina Syeda Husain - University of Surrey
- Publication Details
- Teaching in higher education, Vol.30(5), pp.1190-1207
- Publisher
- Taylor & Francis
- Number of pages
- 18
- Identifiers
- 991013273209002368
- Copyright
- © 2024 The Author(s).
- Academic Unit
- SCU College
- Language
- English
- Resource Type
- Journal article
- Local Fields
- Original Research - SoLT