Constructing clarity – Swedish teachers’ and students’ shared concern in feedback interaction in primary school classrooms
Abstract
Feedback is dependent on how it is interpreted and used. The present study aimed to explore Swedish primary-school teachers’ and students’ shared concerns regarding classroom feedback interaction. 13 teachers and 23 students (7–9 years old) were interviewed. A grounded theory design was employed for coding and analysis. According to the findings, teachers’ and students’ mutual main concern was to construct clarity regarding what the other...
Paper Details
Title
Constructing clarity – Swedish teachers’ and students’ shared concern in feedback interaction in primary school classrooms
Published Date
Jun 30, 2021
Journal
Volume
51
Issue
1
Pages
13 - 25
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