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ERIC Number: EJ1111994
Record Type: Journal
Publication Date: 2012
Pages: 23
Abstractor: As Provided
ISSN: ISSN-1535-0517
Written Feedback, Student Writing, and Institutional Policies: Implications for Novice Teacher Development
Feuerherm, Emily
CATESOL Journal, v23 n1 p132-154 2011-2012
This study analyzes the methods that teachers employ in written feedback to student writing and how the policies of the program and the teachers' embodied histories influence the strategies used. Data were gathered from 2 novice teachers as they taught their first graduate-level ESL writing course and consist of the teachers' feedback in addition to interviews and personal narratives. Participants were educated in the same MA TESOL program and taught the same course; however, striking similarities and differences in their written feedback indicate identity and personal history are as important as program policies in determining the methods and content of the feedback. Implications for novice teacher development are that reflective teaching should include reflections on both beliefs and classroom practices to identify misalignments between the two.
CATESOL. P.O. Box 9200-338, Fountain Valley, CA 92708. Tel: 714-907-4033; Fax: 888-832-0501; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A