Abstract:

The subject of the research is feedback in the teacher's communication. The aim of this work was to collect, analyze, and describe available and comprehensive information on teacher feedback in primary schools. The sub-goals were to find out where the concept of feedback comes from, and who and when was the first to use it in pedagogy. Furthermore, the aim was to find available definitions of feedback, analyze documents related to basic education, and compare these data with research results. The intention was to find out whether the information in the documents was ascertained and analyzed by researches in the Czech Republic.
In the first part of the research, pedagogical communication was specified, an essential part of which is feedback. Next, the definition, types, meaning, and possibilities of obtaining feedback between communication actors are described. In the next part, research and documents (binding and recommendatory) were analyzed as part of the feedback. The research was based on content analysis of documents. The keyword "feedback" was searched in all forms and further contextually analyzed for the job position of an elementary school teacher. A significant finding of this research was that although the provision of feedback in pedagogical communication is a key moment of the educational process, the frequency of use of this term in binding documents is low. Of the five important documents related to education, only one deals with the concept of teacher feedback. In the Czech Republic, research on this topic is addressed only in the context of the 2nd grade of elementary school.

Keywords:

feedback, communication, teacher, documents.