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

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conference contribution
posted on 2011-01-01, 00:00 authored by Glenn AuldGlenn Auld, J Williams, A Ridgway
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.



Australian Teacher Education Association Annual Conference (2011 : Melbourne, Victoria)


1 - 7


Australian Teacher Education Association (ATEA)


Melbourne, Vic.

Place of publication

Melbourne, Vic.

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Publication classification

E1.1 Full written paper - refereed

Copyright notice

2011, Australian Teacher Education Association

Title of proceedings

ATEA 2011 : Proceedings of the 2011 ATEA Conference

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