Feedback Literacy of Teacher Candidates: Roles of Assessment Course Learning Experience and Motivations for Becoming a Teacher
Author:
Funder
University Grants Committee
The Education University of Hong Kong
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s40299-023-00779-1.pdf
Reference35 articles.
1. Ahonen, E., Pyhältö, K., Pietarinen, J., & Soini, T. (2015). Becoming a teacher–student teachers’ learning patterns in teacher education. Journal of Education and Training Studies, 3(5), 89–101.
2. Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103(3), 411. http://www.personal.psu.edu/jxb14/M554/articles/Anderson&Gerbing1988.pdf
3. Boud, D., & Dawson, P. (2023). What feedback literate teachers do: An empirically-derived competency framework. Assessment & Evaluation in Higher Education, 48(2), 158–171. https://doi.org/10.1080/02602938.2021.1910928
4. Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325. https://doi.org/10.1080/02602938.2018.1463354
5. Carless, D., & Winstone, N. (2023). Teacher feedback literacy and its interplay with student feedback literacy. Teaching in Higher Education, 28(1), 150–163. https://doi.org/10.1080/13562517.2020.1782372
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