Utilize este identificador para referenciar este registo:
https://hdl.handle.net/1822/73984
Título: | Teacher education during the COVID-19 Lockdown: insights from a formative intervention approach involving online feedback |
Autor(es): | Pereira, Íris Susana Fernandes, Eva Lopes Flores, Maria Assunção |
Palavras-chave: | Feedback Face-to-face and online feedback Preservice teacher education COVID-19 |
Data: | 3-Ago-2021 |
Editora: | Multidisciplinary Digital Publishing Institute |
Revista: | Education Sciences |
Citação: | Pereira, Í.S.P.; Fernandes, E.L.; Flores, M.A. Teacher Education during the COVID-19 Lockdown: Insights from a Formative Intervention Approach Involving Online Feedback. Educ. Sci. 2021, 11, 400. https://doi.org/10.3390/educsci11080400 |
Resumo(s): | This paper examines preservice teachers’ perspectives on assessment feedback developed in a teacher education course during the first lockdown due to the COVID-19 pandemic. As initially negotiated with students, feedback was learner-centred and involved a formative intervention approach applied iteratively by the teacher educator over the course of one semester. Although such feedback was initially face-to-face, it had to be given exclusively online following the unexpected closure of the university. Analysis of student teachers’ perspectives, which were collected through an online questionnaire completed after their final assessment, reveals both positive and critical aspects regarding the feedback provided by the teacher educator. While reaffirming the significance of feedback as a crucial element for learning in online teacher education contexts, the findings also show that the clarity, affective bonding and multimodal meaning-making involved in face-to-face interaction are particularly challenging when the communication of feedback is digitally mediated. The implications and limitations of such findings are discussed. |
Tipo: | Artigo |
URI: | https://hdl.handle.net/1822/73984 |
DOI: | 10.3390/educsci11080400 |
e-ISSN: | 2227-7102 |
Versão da editora: | https://www.mdpi.com/2227-7102/11/8/400 |
Arbitragem científica: | yes |
Acesso: | Acesso aberto |
Aparece nas coleções: | CIEd - Artigos em revistas científicas internacionais com arbitragem |
Ficheiros deste registo:
Ficheiro | Descrição | Tamanho | Formato | |
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education-11-00400-v2.pdf | 314,68 kB | Adobe PDF | Ver/Abrir |
Este trabalho está licenciado sob uma Licença Creative Commons