Options
Feedback on student writing : an exploratory study of the beliefs and pratices of four beginning and experienced teachers in relation to their response to primary students' compositions
Author
Kwek, Daniel Swee Sen
Supervisor
Kramer-Dahl, Anneliese
Abstract
Most studies dealing with writing feedback and revision focus on the nature of teachers' feedback and the effects these have on students in their revision process. To date, few empirical studies have been designed to explore the beliefs and practices of teachers in their response to student compositions, and the effect that teachers' professional experience, as well as institutional and situational factors inherent in schools and classrooms have on the beliefs-practices correlation. The present study seeks to fill the gap in the literature.
Using multiple data collection instruments including teacher and Head of Department (HOD) interviews, classroom observations, analysis of marked composition scripts, and the analytical technique of data triangulation, the present study investigates the relationship between the beliefs and feedback practices of four beginning and experienced teachers in a local neighbourhood primary school with regard to their response to student writing. The study also examines the influences that situational and institutional factors inherent in the teacher's work domain, as well as the length of teaching experience have on the beliefs-practices correlation.
Results of the study indicate that the degree of congruence between beliefs and practices, and the nature of these beliefs and practices, did not differ markedly among teachers, suggesting that specific features of the school context, and to a greater extent, the larger institutional "examination culture" (Cheah, 1998) that persists in Singapore, may be major determinants of teacher work, in particular, their response and feedback to students' compositions. The study also challenges the common sense notion that pedagogical experience necessarily implies expertise in responding to writing.
The findings suggest a need for the teaching community-pre-service, beginning, experienced teachers and teacher educators alike-to be cognisant of the factors that may influence their teaching practice, and to adopt greater reflexivity in the classroom. With the pedagogical and academic insights gained, it would be worthwhile to replicate the present study on a larger and longitudinal scale.
Using multiple data collection instruments including teacher and Head of Department (HOD) interviews, classroom observations, analysis of marked composition scripts, and the analytical technique of data triangulation, the present study investigates the relationship between the beliefs and feedback practices of four beginning and experienced teachers in a local neighbourhood primary school with regard to their response to student writing. The study also examines the influences that situational and institutional factors inherent in the teacher's work domain, as well as the length of teaching experience have on the beliefs-practices correlation.
Results of the study indicate that the degree of congruence between beliefs and practices, and the nature of these beliefs and practices, did not differ markedly among teachers, suggesting that specific features of the school context, and to a greater extent, the larger institutional "examination culture" (Cheah, 1998) that persists in Singapore, may be major determinants of teacher work, in particular, their response and feedback to students' compositions. The study also challenges the common sense notion that pedagogical experience necessarily implies expertise in responding to writing.
The findings suggest a need for the teaching community-pre-service, beginning, experienced teachers and teacher educators alike-to be cognisant of the factors that may influence their teaching practice, and to adopt greater reflexivity in the classroom. With the pedagogical and academic insights gained, it would be worthwhile to replicate the present study on a larger and longitudinal scale.
Date Issued
2005
Call Number
LB1576 Kwe
Date Submitted
2005