Feedback for teaching development: moving from a fixed to growth mindset

Abstract

Feedback is an expected and essential part of academic work; however, giving and receiving feedback often causes angst and distress, an aspect not often addressed. To foster conversations about feedback for teaching development, we developed an interactive event designed to explore and practice giving and receiving feedback. A mixed-methods pre-post-test design was implemented to examine and measure levels of distress when thinking about receiving feedback on teaching using (1) a distress thermometer, and(2) open-ended questions. Data were analysed using descriptive statistics, means analysis, and thematic analysis of open text responses. Findings include an overall decrease in mean distress scores following the event and a shift in mindset between pre-and post-tests from fearing feedback to seeing feedback as an opportunity for growth and development. Higher education institutions are encouraged to provide opportunities to foster conversations about feedback and how it can be embraced to inform future teaching growth and development.

Feedback on-line na formação inicial de professores de línguas: estado da arte

“…Oferecer feedback não é uma tarefa simples de ser realizada; ao contrário, é um assunto complexo que precisa ser tratado no processo de formação de professores e por seus formadores (SHUTE, 2008;ELLIS, 2009;JEFFS et al, 2021). A complexidade de tal tarefa pode ser justificada devido à falta de atenção dada a esse procedimento na educação superior e à ausência de vivências significativas ou até mesmo de habilidade em dar ou receber feedback, além da carência ou escassez de conhecimento sobre os impactos que, quando realizado negativamente, pode causar, tais como angústia, confusão e medo.…”

“…A complexidade de tal tarefa pode ser justificada devido à falta de atenção dada a esse procedimento na educação superior e à ausência de vivências significativas ou até mesmo de habilidade em dar ou receber feedback, além da carência ou escassez de conhecimento sobre os impactos que, quando realizado negativamente, pode causar, tais como angústia, confusão e medo. Assim sendo, Jeffs et al (2021) recebê-lo. Enfim, é necessário que ele tenha consciência e conheça os efeitos que seu uso traz ao seu processo de formação.…”

Faculty evaluation in higher education: a theory-of-action case study in Vietnam

“…One way to promote the transformational teaching evaluation process is to increase faculty members' ownership of the process through ongoing reflection, learning and improving their scholarship of teaching and learning (Boyer, 1991;Dewar & Perkins, 2021;Jeffs et al, 2021;Smith, 2001;Theall & Centra, 2001). This transformational process involves taking an interpretive and critical teaching evaluation approach in which faculty members design teaching portfolios or participate in the individual and group reflection process (Cranton, 2001).…”

Examining Teachers’ Perception on the Impact of Positive Feedback on School Students

“…When students receive positive feedback that emphasizes effort, perseverance, and improvement, they are more likely to adopt a growth mindset-the belief that intelligence and skills can be developed through engagement and hard work. Thus, positive feedback emerges as an effective tool in shaping students' attitudes towards specific difficulties and instilling faith in the potential for continuous development [19][20][21][22]. In the "symphony" of education, positive feedback can be perceived as a melody that lends strength.…”