Towards dialogic feedback

Sutton, Paul (2009) Towards dialogic feedback. Critical and Reflective Practice in Education, 1 (1). ISSN 2040-4735

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Abstract

The purpose of this paper is threefold. Firstly, to provide an overview of the Academic Literacies approach which frames an understanding of the practice of feedback. Secondly, to argue that feedback must assume a central position within a dialogic approach to learning and teaching. Thirdly, to use the seven principles of good feedback practice, identified by the HEA, as a stimulus to reflection upon how feedback can become more dialogic. Throughout, questions will be raised concerning the ways in which issues of meaning, identity, and institutional power relations shape the possibility of dialogic feedback. The conclusion is that making feedback more dialogic involves engaging with both the epistemological and ontological dimensions of learning and teaching.

Item Type: Article
Keywords: Feedback, academic literacy, dialogic, power, identity
Depositing User: Ms Raisa Burton
Date Deposited: 23 Jul 2020 15:42
Last Modified: 23 Jul 2020 15:42
URI: http://marjon.repository.guildhe.ac.uk/id/eprint/17582

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