Feedback is considered essential for student learning (Hattie & Timperley, 2007; Mulliner & Tucker, 2017). However, the meaning of feedback differs among teach-ers and students and consequently also how feedback is used and to what extent it provides opportunities for learning and positive experiences (Hattie & Timperley, 2007; Mulliner & Tucker, 2017). The aim of this study is to explore in what different ways newly examined physical education (PE) teachers experience the meaning of feedback through their actions in, and reflections on, their professional practice in school. This presentation reports a sub-study within a larger project with the aim of investigating the transition of Assessment for learning (AfL) as a content in physical education teacher education (PETE) and its transformation from university studies to professional practice. AfL, defined in the larger project, includes five key strate-gies, one of which is feedback. This study is zooming in on feedback. A phenomeno-graphic approach provided possibilities to understand teachers’ ways of experienc-ing feedback as similar to knowing feedback. Researchers use phenomenography to investigate peoples’ qualitatively different ways of experiencing phenomena in the world, and how someone experiences something can also be understood as a way of knowing something. The phenomenographic approach thus also provided possi-bilities to analyse qualitatively different ways of knowing feedback, as we did in this study. Data was generated through transcribed video-stimulated interviews with eight teachers, two transcribed focus group interviews with four teachers in each group and fieldnotes from nine observed lessons conducted by nine newly examined teachers. Preliminary results show different ways of knowing feedback as well as what aspects of feedback the newly examined teachers foreground in their teaching. The results will be discussed in relation to more or less complex ways of knowing feedback as well as in relation to how PETE can help students experience feedback in more complex ways and, through this, offer students in PE extended and positive learning experiences.
References
Hattie, J., & H. Timperley. (2007). “The Power of Feedback.” Review of Educational Research, 77 (1): 81–112.
Mulliner, E. & Tucker, M. (2017). Feedback on feedback practice: perceptions of students and academics. Assessment & Evaluation in Higher Education, 42 (2): 266–288, http://dx.doi.org/10.1080/02602938.2015.1103365
2024.