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ERIC Number: EJ997997
Record Type: Journal
Publication Date: 2013
Pages: 14
Abstractor: As Provided
Reference Count: 50
ISSN: ISSN-1742-5964
Digital Oral Feedback on Written Assignments as Professional Learning for Teacher Educators: A Collaborative Self-Study
Auld, Glenn; Ridgway, Avis; Williams, Judy
Studying Teacher Education, v9 n1 p31-44 2013
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia