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

journal contribution
posted on 2013-04-02, 00:00 authored by Glenn AuldGlenn Auld, A Ridgway, J Williams
This article reports on a self-study of teacher educators involved in a preservice teacher unit on literacy. In this study the teacher educators provided the preservice teachers with digital oral feedback about their final unit of work. Rather than marking written work as individual lecturers, we collaboratively read each assignment and recorded a sound file of our conversation. We constructed our collaborative marking of each assignment as a “cultural gift” to our own professional learning. We found that we were providing more in-depth feedback on the assessment criteria for each assignment than we would have with written feedback prepared individually. We also uncovered tensions in relation to our preferred modalities associated with the digital marking.

History

Journal

Studying teacher education

Volume

9

Issue

1

Pagination

31 - 44

Publisher

Taylor & Francis

Location

Abingdon, Eng.

ISSN

1742-5964

eISSN

1742-5972

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2013, Taylor & Francis