Novice teachers’ appraisal of expert feedback in a teacher professional development programme in Chinese vocational education

Jin, Xinglin; Tigelaar, Dineke; Want, A. van der; Admiraal, Wilfried

doi:10.1016/j.tate.2022.103652

Cited by 19 publications

(8 citation statements)

References 20 publications

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“…We suspect that difficulty has much more to do with how the instructor frames the course, and perhaps articulates its value, than it does with its intrinsic properties. The credibility of the source of feedback has been found to be important (Jin et al, 2022;Prilop et al, 2021;Zhang et al, 2022).Nonetheless, broader nets for different types of instructor choices should be cast by subsequent research. A more basic issue also exists as a limitation.…”

Section: Discussionmentioning

confidence: 98%

“…Feedback is almost an anomaly in the accounting education literature. Although it is frequently alluded to, and often deemed to be critical in the process of learning and the descriptions of effective teaching, very little focused study of it exits (Jin et al, 2022;Prilop et al, 2021). Even in the extensive review articles conducted with great frequency from Feedback as a topic is difficult to pinpoint, commanding no dedicated section or specific treatment within another (Thomson et al, 2021;Zhang et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

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The Demand for Feedback and its Value in a Management Accounting Course

Timothy

Goldwater

2022

Indonesian J. Educ. Res. Rev.

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Little effort has been expended on studying the role of feedback in accounting education. While most concerned consider that any precise information about students' thinking has value, such beliefs have not been empirical. They are using data generated by computerized databases that offer on-demand solutions to problems in management accounting courses. This research aims to analyze the feedback and its value in the Management Accounting course. The context for this research is an introduction to management accounting courses offered at major public universities in the Southeastern United States during the final semester. Two student sections taught by the same instructor opened 143 students majoring in accounting. The methods used to collect data are quizzes and tests. The technique used to analyze the data is descriptive qualitative and quantitative analysis. The result of this research is that there is a positive relationship between the frequency of access to feedback and higher academic performance. The timing of student access to solutions depends, in a meaningful way, on mastery of the material. The longer a student waits to demand a solution, the worse their performance will be. Important feedback on the effect of effort (H3 and H4) can provide additional or alternative meaning when juxtaposed with the significance of the non-hypothesized relationship between effort and performance.

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Section: Discussionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

The Demand for Feedback and its Value in a Management Accounting Course

Timothy

Goldwater

2022

Indonesian J. Educ. Res. Rev.

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“…Skills in elucidating teaching and learning activities, precisely skills in verbally methodically presenting material to determine their relationship. The transmission of information that is well-structured, well-planned, and presented appropriately is, after that, a crucial aspect of elucidating skills (Jin et al, 2022;Karakose et al, 2021). The explanation is one of the most common classroom tasks employed by teachers.…”

Section: Discussionmentioning

confidence: 99%

Explaining Skills and Asking Skills Improve Mathematics Learning Outcomes of Elementary School Students

Yulianti

Fathoni

2022

j. ilm. sekol. Dasar

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Several problems developed in the field, namely, the achievement of student learning objectives, still needed to be optimal due to the need for instructors' understanding of explaining and asking skills. This study aims to analyze the relationship between explaining skills and learning outcomes in mathematics, the relationship between asking skills and learning outcomes in mathematics, and the relationship between explaining skills and questioning skills with learning outcomes in class VI MI students. This study uses a quantitative methodology and uses ex-post facto. The population of this study was 24 students, and 23 students were taken as a sample using a saturated sampling technique. Data collection tools used are surveys and documentation studies. The data collection instrument was a questionnaire with a Likert scale which had previously been evaluated for normality and reliability. Pearson product-moment correlation, multiple correlation, and F-test were used for data analysis. The results of testing the hypothesis show a significant and positive relationship between explaining skills and mathematics learning outcomes. There is a positive and significant relationship between questioning skills and mathematics learning outcomes. There is a positive relationship between explaining and asking skills and mathematics learning outcomes. It was concluded that there was a positive and statistically significant relationship between the ability to explain and the skills to ask questions with the mathematics learning outcomes of MI class VI students.

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“…In the third indicator, the teacher finds teaching habits that are not in accordance with the students in the class that make students not noticed. Teachers must also choose management strategies related to how to organize teaching (Bal-Taştan et al, 2018;Jin et al, 2022;Kind, 2019). The abilities they have so that the teaching components can match the characteristics of the students, which in the end, the learning can be more meaningful (Achurra, 2012;Lan & Lam, 2020;Rodríguez et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

The Implementation of Process Based Approach in Teaching Writing on The Tenth Grade Students in Senior High School

Pangestu

Juniarta

Mahendrayana

2022

Indonesian J. Educ. Res. Rev.

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In the learning process, language is one of the most important communication tools for humans in conveying messages, feelings, and ideas from every human being (Dutta, 2020). Language also helps a person to form a word, clause, and sentence as the main communication tool. In addition, language can also be divided into four parts which are the basic skills of language, especially English, namely listening, speaking, reading, and writing. This study aims to analyze the implementation of the Process-Based Approach and the problems of it faced by English teachers in teaching writing to tenth grade students. The method used is descriptive research method using observation and interview techniques. The result of this study is that an English teacher uses a five-step process-based approach in teaching writing namely: pre-writing, compiling, revising, editing, and publishing. Then, there are three indicators, namely: lack of a process-based approach, teaching ability, and teaching habits. First, is the implementation of the revision and editing stages are still lacking. Second, time constraints make most students experience obstacles. Third, the teacher's habits can affect the character and abilities of students. That is the result of the research that there are still many techniques and ways to apply the five stages and also there are still some obstacles in the application of the approach.

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Novice teachers’ appraisal of expert feedback in a teacher professional development programme in Chinese vocational education

Cited by 19 publications

References 20 publications

The Demand for Feedback and its Value in a Management Accounting Course

The Demand for Feedback and its Value in a Management Accounting Course

Explaining Skills and Asking Skills Improve Mathematics Learning Outcomes of Elementary School Students

The Implementation of Process Based Approach in Teaching Writing on The Tenth Grade Students in Senior High School

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