The problem of enactment: The influence of teachers' efficacy beliefs on their uptake and implementation of feedback-related ideas and practices

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dc.contributor.author Dixon, HR en
dc.date.accessioned 2012-03-26T23:18:27Z en
dc.date.issued 2011 en
dc.identifier.citation Assessment Matters 3:71-92 2011 en
dc.identifier.issn 1176-7839 en
dc.identifier.uri http://hdl.handle.net/2292/15498 en
dc.description.abstract Using an interpretive, qualitative case study methodology, the current study investigated 20 primary school teachers’ beliefs and understandings about feedback, and the use of feedback to enhance student learning. The use of Sadler’s (1989) theoretical framework illuminated both similarities and differences among teachers. As teachers’ feedback discourse was examined in more detail, the influence of self-efficacy beliefs on the uptake and enactment of new ideas and practices associated with assessment for learning and feedback became apparent. This paper pays particular attention to the participating teachers’ self-efficacy beliefs in regard to the scope of the discursive changes made to their feedback practice, the amount of effort teachers expended in moving toward mastery, their willingness to persevere in the face of difficulty and their apparent resilience when faced with self-doubt. The study concluded that teachers’ selfefficacy beliefs will either enhance or impede their journey toward the enactment of the contemporary feedback discourse. en
dc.publisher NZCER Press en
dc.relation.ispartofseries Assessment Matters en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title The problem of enactment: The influence of teachers' efficacy beliefs on their uptake and implementation of feedback-related ideas and practices en
dc.type Journal Article en
pubs.begin-page 71 en
pubs.volume 3 en
dc.rights.holder Copyright: NZCER Press en
pubs.author-url http://www.nzcer.org.nz/nzcerpress/assessment-matters/articles/problem-enactment-influence-teachers-self-efficacy-beliefs-th en
pubs.end-page 92 en
pubs.publication-status Published en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 202758 en
pubs.org-id Education and Social Work en
pubs.org-id Learning Development and Professional Practice en
pubs.record-created-at-source-date 2011-02-03 en


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