About this paper

Appears in:
Page: 4319 (abstract only)
Publication year: 2018
ISBN: 978-84-09-05948-5
ISSN: 2340-1095
doi: 10.21125/iceri.2018.0196

Conference name: 11th annual International Conference of Education, Research and Innovation
Dates: 12-14 November, 2018
Location: Seville, Spain

EXPLORING TEACHERS’ PRACTICES IN GIVING FEEDBACK IN RURAL SOUTH AFRICAN MULTIGRADE CLASSROOMS

M. Taole

University of South Africa (SOUTH AFRICA)
Feedback is widely believed to be central to learners’ learning and achievement. This qualitative case study explored feedback practices from teacher’s perspective in the multi-grade context. This article reports on the small-scale research conducted in two provinces of South Africa, with the aim of exploring assessment practices in multi-grade schools. The population in this study comprised of multi-grade teachers in eight primary schools in two provinces – four schools in each province. Data were collected from eight multi-grade teachers and principals through semi-structured interviews, observations and document analysis. The study revealed that feedback of the participants is understood “feedback” to be marks and correct answers; the timing of feedback varied from one participant to another. The participants used both negative and positive comments. A central argument made in this paper is that feedback processes are complicated and teachers’ ongoing professional development needs to focus on feedback practices, which can be influenced by in-service training. This article further recommends feedback literacy for both learners and teachers, so that maximum benefit can be derived from feedback practices.
@InProceedings{TAOLE2018EXP,
author = {Taole, M.},
title = {EXPLORING TEACHERS’ PRACTICES IN GIVING FEEDBACK IN RURAL SOUTH AFRICAN MULTIGRADE CLASSROOMS},
series = {11th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2018 Proceedings},
isbn = {978-84-09-05948-5},
issn = {2340-1095},
doi = {10.21125/iceri.2018.0196},
url = {http://dx.doi.org/10.21125/iceri.2018.0196},
publisher = {IATED},
location = {Seville, Spain},
month = {12-14 November, 2018},
year = {2018},
pages = {4319}}
TY - CONF
AU - M. Taole
TI - EXPLORING TEACHERS’ PRACTICES IN GIVING FEEDBACK IN RURAL SOUTH AFRICAN MULTIGRADE CLASSROOMS
SN - 978-84-09-05948-5/2340-1095
DO - 10.21125/iceri.2018.0196
PY - 2018
Y1 - 12-14 November, 2018
CI - Seville, Spain
JO - 11th annual International Conference of Education, Research and Innovation
JA - ICERI2018 Proceedings
SP - 4319
EP - 4319
ER -
M. Taole (2018) EXPLORING TEACHERS’ PRACTICES IN GIVING FEEDBACK IN RURAL SOUTH AFRICAN MULTIGRADE CLASSROOMS, ICERI2018 Proceedings, p. 4319.
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