Students’ perception of teachers’ two-way feedback interactions that impact learning

Fiona D.H. Tan, Peter R. Whipp, Marylène Gagné, Niels Van Quaquebeke

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Teacher-student interactions are fundamental to learning outcomes. However, the facilitation of student-defined, in-class two-way feedback interaction is under-researched. The purpose of this paper is to share insights from Year 9 students (N = 32; age = 14–15 years), describing effective teacher’s two-way feedback interaction through Respectful Inquiry (RI; asking questions, question openness, and attentive listening). Small-focussed group interviews were conducted and transcripts were inductively analysed to represent the conceptualised effective student-described teacher behaviour and associated learning outcomes. Findings confirm that two-way feedback, as opposed to unilateral teacher feedback, is facilitative of more diverse and higher-order learning outcomes. According to the students, RI is constitutive in the two-way feedback interaction process; executed together, positive psychological needs support and metacognition are fostered. While this research was exploratory, the findings offer practical and novel insights on teachers’ two-way feedback interactions that can enhance students’ metacognition and suggests how specific feedback behaviours augment higher-order learning outcomes.

Original languageEnglish
Pages (from-to)169-187
Number of pages19
JournalSocial Psychology of Education
Volume22
Issue number1
DOIs
Publication statusPublished - 15 Feb 2019

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Learning
Students
teacher
interaction
learning
student
student teacher
teachers' behavior
small group
Interviews
Psychology
interview
Research
Metacognition

Cite this

Tan, Fiona D.H. ; Whipp, Peter R. ; Gagné, Marylène ; Van Quaquebeke, Niels. / Students’ perception of teachers’ two-way feedback interactions that impact learning. In: Social Psychology of Education. 2019 ; Vol. 22, No. 1. pp. 169-187.
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Students’ perception of teachers’ two-way feedback interactions that impact learning. / Tan, Fiona D.H.; Whipp, Peter R.; Gagné, Marylène; Van Quaquebeke, Niels.

In: Social Psychology of Education, Vol. 22, No. 1, 15.02.2019, p. 169-187.

Research output: Contribution to journalArticle

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