Exploring Novice And Experienced Teachers’ Beliefs And Practices Of Written Feedback

Year 2018, Volume: 19 Issue: 2, 355 - 369, 31.08.2018

Gül Karaağaç Zan , Nur Yiğitoğlu

https://doi.org/10.17679/inuefd.335443

Cited By: 2

Abstract

This study
explored written feedback beliefs and practices and their underlying factors
from one novice and one experienced ESL teacher. The study adopted a case
study approach. Data were collected over 15 weeks through two semi-structured
interviews, three stimulated recall interviews based on three sets of student
writing analyses, and three classroom observations. Ten student portfolios,
including each teacher’s written feedback practices over a semester, were also
examined. Teachers’ written feedback on the student writing was grouped based
on the scheme by Ferris (2007). The analyses revealed that both participants
opted to provide written feedback for several reasons. Additionally, both
teachers gave comprehensive corrective written feedback throughout the term
for a variety of reasons. The most salient motives behind the practices and
beliefs were: i teachers’ attitudes towards writing and errors, and the roles
of teacher and students in writing; ii pre-service teacher education and
experience; and iii school policies.

 

Keywords

writing, teacher beliefs, written feedback

Mesleğe Yeni Başlamış Ve Meslekte Deneyimli İngilizce Öğretmenlerinin Geri Bildirim Hakkındaki Düşünceleri Ve Uygulamalarının İncelenmesi

Abstract

Bu çalışma, bir meslekte
deneyimli ve bir mesleğe yeni başlamış öğretmenin geri bildirim uygulamaları
hakkındaki deneyim ve gözlemlenebilir düşünceleri arasındaki ilişkiyi
incelemek, geri bildirim uygulamaları ardındaki sebeplerini analiz etmek için
gerçekleştirildi. Bu çalışmada örnek durum inceleme metodu benimsendi. Veri,
15 haftalık bir zamanda, öğrencilerin yazıları üzerindeki geri bildirim
analizlerine dayandırılan anımsamayı sağlayan görüşmeler (3 kez), yarı
yapılandırılmış görüşmeler (2 kez), ve ders gözlemleri (3 kez) ile
toplanmıştır. Ayrıca, her bir öğretmenin bir dönem boyunca vermiş olduğu geri
bildirimi içeren 10'ar öğrenci portfolyo incelemesi de yapıldı. Portfolyolar
Ferris (2007) tarafından önerilen analiz sekline göre değerlendirilmiştir.
Sonuçlar yeni ve deneyimli öğretmenin çeşitli sebeplerden dolayı geri
bildirimin verilmesi gerektiği görüşünü ortaya çıkardı. Ek olarak,
öğretmenlerin dönem boyunca geri bildirim verirken ana odak noktalarının bazı
sebeplerden dolayı gramer olduğu görüldü. Öğretmenlerin geri bildirim
uygulamaları arkasındaki sebeplerin; i öğretmenlerin yazıya ve hatalara karşı
olan tutumları ve öğrenci ile kendilerinin yazıdaki rolleri, ii aldıkları
eğitim ile deneyim ve iii kurumun yaptırımları olduğu bulunmuştur.

Keywords

yazı, yazılı geribildirim, öğretmen inanışları

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