Novice teachers’ appraisal of expert feedback in a teacher professional development programme in Chinese vocational education
This study is focused on exploring novice teachers' appraisal of expert feedback in a professional development programme for vocational schoolteachers. Twelve novice teachers in different school subjects were interviewed after the programme. An appraisal framework with 4 domains and 12 appraisa...
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| Published in | Teaching and teacher education Vol. 112; p. 103652 |
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| Main Authors | , , , |
| Format | Journal Article |
| Language | English |
| Published |
Elsevier Ltd
01.04.2022
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| Subjects | |
| Online Access | Get full text |
| ISSN | 0742-051X 1879-2480 |
| DOI | 10.1016/j.tate.2022.103652 |
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| Abstract | This study is focused on exploring novice teachers' appraisal of expert feedback in a professional development programme for vocational schoolteachers. Twelve novice teachers in different school subjects were interviewed after the programme. An appraisal framework with 4 domains and 12 appraisal categories was built based on coding and analysing interview transcripts. The most frequently occurring appraisal categories and the differences between Chinese language teachers and vocational subject teachers were also analysed qualitatively. The findings revealed novice teachers’ concerns and expectations for expert feedback, as well as provided an appraisal framework for future studies on feedback in teacher professional development.
•A framework was built to appraise expert feedback in a TPD programme.•The most frequently mentioned appraisal domains refer to teacher characteristics and educational context.•The most frequently mentioned appraisal categories are feedback benefit, teachers' expertise and students' characteristics.•Novice teachers hold a pragmatic attitude towards expert feedback.•Novice teachers in different school subjects appraise expert feedback differently. |
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| AbstractList | This study is focused on exploring novice teachers' appraisal of expert feedback in a professional development programme for vocational schoolteachers. Twelve novice teachers in different school subjects were interviewed after the programme. An appraisal framework with 4 domains and 12 appraisal categories was built based on coding and analysing interview transcripts. The most frequently occurring appraisal categories and the differences between Chinese language teachers and vocational subject teachers were also analysed qualitatively. The findings revealed novice teachers’ concerns and expectations for expert feedback, as well as provided an appraisal framework for future studies on feedback in teacher professional development.
•A framework was built to appraise expert feedback in a TPD programme.•The most frequently mentioned appraisal domains refer to teacher characteristics and educational context.•The most frequently mentioned appraisal categories are feedback benefit, teachers' expertise and students' characteristics.•Novice teachers hold a pragmatic attitude towards expert feedback.•Novice teachers in different school subjects appraise expert feedback differently. |
| ArticleNumber | 103652 |
| Author | Jin, Xinglin van der Want, Anna Tigelaar, Dineke Admiraal, Wilfried |
| Author_xml | – sequence: 1 givenname: Xinglin orcidid: 0000-0002-5267-9516 surname: Jin fullname: Jin, Xinglin email: x.jin@iclon.leidenuniv.nl organization: Institute of Vocational and Adult Education, East China Normal University, North Zhongshan Road 3663, Shanghai, 200062, China – sequence: 2 givenname: Dineke orcidid: 0000-0003-0335-2370 surname: Tigelaar fullname: Tigelaar, Dineke organization: ICLON Graduate School of Teaching, Leiden University, P.O. Box 905, Leiden, 2300 AX, the Netherlands – sequence: 3 givenname: Anna orcidid: 0000-0003-1248-5351 surname: van der Want fullname: van der Want, Anna organization: Marnix Academie University of Applied Sciences, 3571ZM, Utrecht, the Netherlands – sequence: 4 givenname: Wilfried orcidid: 0000-0002-1627-3420 surname: Admiraal fullname: Admiraal, Wilfried organization: Centre for the Study of Professions, Oslo Metropolitan University, PO Box 4 St. Olavs Plass, N-0130, Oslo, Norway |
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| Cites_doi | 10.1080/13540602.2019.1673358 10.1016/j.tate.2003.08.001 10.1080/13540602.2012.746499 10.1080/09588221.2015.1016439 10.1080/13664530.2012.717210 10.1016/j.tate.2008.12.005 10.1016/j.tate.2018.04.005 10.1080/15700760701263790 10.1016/j.tate.2017.03.024 10.1080/13540602.2015.1055438 10.1191/1362168806lr182oa 10.1016/j.sbspro.2011.05.093 10.1016/j.tate.2007.11.008 10.1080/13611267.2012.725981 10.1016/j.tate.2019.06.024 10.1080/2331186X.2017.1294229 10.1016/j.tate.2015.02.012 10.1016/j.tate.2016.02.006 10.1080/19415257.2019.1651752 10.1080/13636820.2015.1128962 |
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| Keywords | Novice teacher Appraisal Teacher professional development Expert feedback Vocational education and training Expert teacher |
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| SubjectTerms | Appraisal Expert feedback Expert teacher Novice teacher Teacher professional development Vocational education and training |
| Title | Novice teachers’ appraisal of expert feedback in a teacher professional development programme in Chinese vocational education |
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