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Feedback-giving as social practice: teachers’ perspectives on feedback as institutional requirement, work and dialogue

Tuck, Jackie (2012). Feedback-giving as social practice: teachers’ perspectives on feedback as institutional requirement, work and dialogue. Teaching in Higher Education, 17(2) pp. 209–221.

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DOI (Digital Object Identifier) Link: https://doi.org/10.1080/13562517.2011.611870
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Abstract

The lived experience of academic teachers as they engage in feedback has received relatively little attention compared to student perspectives on feedback. The present study used an ethnographically-informed methodology to investigate the everyday practices around undergraduates’ writing of fourteen UK HE teachers, in a range of disciplines and institutions, focusing on teachers’ perspectives. This paper presents analysis of interviews conducted as part of the study, in which feedback-giving emerged as significant, understood by participants in several potentially dissonant ways: as institutional requirement, as work, and as dialogue. Findings suggest participants sometimes managed to reconcile these conflicts and carve out small spaces for dialogue with students, and also indicate that attempts to create greater opportunities for such work, by offering greater support and recognition at institutional level, must take account of teachers’ need for a sense of personal investment in student writing in their disciplinary contexts.

Item Type: Journal Item
Copyright Holders: 2012 Taylor & Francis
ISSN: 1470-1294
Keywords: feedback; marking; student writing; dialogue; academic literacies
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics > English Language & Applied Linguistics
Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics
Faculty of Wellbeing, Education and Language Studies (WELS)
Research Group: Language & Literacies
Item ID: 39204
Depositing User: Jackie Tuck
Date Deposited: 07 Jan 2014 10:25
Last Modified: 10 Jun 2019 13:20
URI: http://oro.open.ac.uk/id/eprint/39204
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