Openly accessible

Digital oral feedback written assignments as professional learning for teacher educators : a collaborative self-study.

Auld, Glenn, Williams, Judy and Ridgway, Avis 2011, Digital oral feedback written assignments as professional learning for teacher educators : a collaborative self-study., in ATEA 2011 : Proceedings of the 2011 ATEA Conference, Australian Teacher Education Association (ATEA), Melbourne, Vic., pp. 1-7.

Attached Files
Name Description MIMEType Size Downloads
auld-digitaloralfeedback-2011.pdf Published version application/pdf 185.73KB 15

Title Digital oral feedback written assignments as professional learning for teacher educators : a collaborative self-study.
Author(s) Auld, Glenn
Williams, Judy
Ridgway, Avis
Conference name Australian Teacher Education Association Annual Conference (2011 : Melbourne, Victoria)
Conference location Melbourne, Vic.
Conference dates 3-6 July 2011
Title of proceedings ATEA 2011 : Proceedings of the 2011 ATEA Conference
Editor(s) [unknown]
Publication date 2011
Conference series Australian Teacher Education Association Annual Conference
Start page 1
End page 7
Total pages 7
Publisher Australian Teacher Education Association (ATEA)
Place of publication Melbourne, Vic.
Keyword(s) teacher educators
feedback
assessment
Summary Allan Luke (2008) uses a “pedagogical economy where literacy education is taken as a cultural gift”. This paper reports on the digital oral feedback provided to pre-service teachers in a literacy unit and explores the pedagogical gift this feedback is to the teacher educators marking this work. Rather than mark their written work as individual lecturers, we collaboratively read the assignment and recorded the sound file of the conversation around each assignment. We then participated in another conversation with a critical friend, which enabled us to explore the impact of this form of assessment on our professional identities as teacher educators. We found these conversations provided a rich context for our professional learning about ourselves as teacher educators, as well as specific content knowledge we both brought to the teaching of this unit. We found we were working as a team to provide more in-depth feedback of the assessment criteria for each assignment than we did with written feedback. Through this dialogical feedback we were able to construct the pre-service teachers' assignments as an important textual gift in our collaborative professional learning about assessment, and in exploring our beliefs and practices as teacher educators.
Language eng
Field of Research 130313 Teacher Education and Professional Development of Educators
Socio Economic Objective 930202 Teacher and Instructor Development
HERDC Research category E1.1 Full written paper - refereed
Copyright notice ©2011, Australian Teacher Education Association
Persistent URL http://hdl.handle.net/10536/DRO/DU:30049352

Document type: Conference Paper
Collections: School of Education
Open Access Collection
Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.

Versions
Version Filter Type
Access Statistics: 103 Abstract Views, 15 File Downloads  -  Detailed Statistics
Created: Tue, 06 Nov 2012, 19:07:19 EST by Glenn Auld

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.