NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1107198
Record Type: Journal
Publication Date: 2016-Sep
Pages: 16
Abstractor: As Provided
Reference Count: 54
ISBN: N/A
ISSN: EISSN-1305-8223
A Framework for Teacher Verbal Feedback: Lessons from Chinese Mathematics Classrooms
Li, Na; Cao, Yiming; Mok, Ida Ah Chee
EURASIA Journal of Mathematics, Science & Technology Education, v12 n9 p2465-2480 Sep 2016
Teacher verbal feedback plays an important role in classroom teaching. Different types of feedback can have different effect on students' learning. Praise and blame feedback could provide positive and negative results for learners. The gap was left in considering teachers' attitudes in providing verbal feedback to students. Due to feedback which may culture dependently, the types of teachers' verbal feedback were studied based on analysis of 24 teachers from 4 regions (Shenyang, Beijing, Hangzhou and Chongqing) in junior secondary mathematics classrooms of China. A coding scheme on the attitudes of teacher verbal feedback was developed which included three categories: "Negative", "Neutral" and "Positive (Encourage in gesture & Encourage in action)". Feedback frequency and duration were documented and showed that teachers hold neutral attitudes mostly. Teaching method (student-centered or teacher-centered) and school policy were the most apparent factors presented by this study which can have effect on teacher's verbal feedback.
EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China