Session Information
10 SES 04 A, Research on Programmes and Pedagogical Approaches in Teacher Education
Paper Session
Contribution
The transition from undergraduate to post graduate study (first cycle) is less well understood than that from school to university (second cycle) (Tobbell, O'Donnell, & Zammit, 2010) in terms of academic study. This paper reports findings from a collaborative study between two universities in the United Kingdom to address this gap focusing on feedback. The project was an interpretive, evaluative, action research study that explored the perceptions and uses of feedback by post graduate trainee teachers, and also investigated the perceptions of their tutors on the use of feedback by their students. This research was theoretically underpinned by assessment for learning (Gardner, 2006), developed a model of self-regulated learning, and developed the requirement for all trainee teachers to be able to reflect on all aspects of their study and practice (Schon, 1983). The findings have enabled us to develop the seven principles of good feedback practice which Nicol and Macfarlane-Dick (2006) identified to facilitate self-regulation. The findings also indicate that both trainees and their tutors were positive about the uses of feedback to improve academic work.
This paper will focus on the experience and expectations of feedback for post graduates, and its subsequent impact on their learning experience as they make the transition into post graduate higher education. The purpose of the study was to investigate the following research questions:
If, and how, post graduate students used feedback on their work?
How post graduate students used feedback to try to improve their work?
Which feedback strategies did they find most helpful.
The investigation with tutors focussed on their reactions to the student data.
Method
Expected Outcomes
References
Gardner, J. (Ed.). (2006). Assessment and Learning. London: Sage Publications. Nicol, D and Macfarlane-Dick, D (2006) Formative assessment and self-regulated learning: a model and seven principles of good feedback practice, Studies in Higher Education Vol. 31, No. 2, pp. 199–218 Schon, D. A. (1983). The Reflective Practitioner: How Professionals Think in action. London: Temple Smith. Tobbell, J., O'Donnell, V., & Zammit, M. (2010). Exploring transition to postgraduate study: shifting identities in interaction with communities, practice and participation. British Educational Research Journal (BERJ), 36(2), 261-278.
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