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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 WilliamsThis 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 educationVolume
9Issue
1Pagination
31 - 44Publisher
Taylor & FrancisLocation
Abingdon, Eng.Publisher DOI
ISSN
1742-5964eISSN
1742-5972Language
engPublication classification
C1 Refereed article in a scholarly journalCopyright notice
2013, Taylor & FrancisUsage metrics
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