.png){kind=icon}
.png){kind=icon}
Return
Promoting students’ reflection through process-oriented feedback: Teachers’ conceptions, practices and learning needs
.png){kind=icon}
OA
AI
DOI：10.1016/j.stueduc.2025.101483.png)
.png){kind=icon}
.png){kind=icon}
Share.png){kind=icon}
Save
Abstract
En 中文
• Teachers' conceptions and experiences on process-oriented feedback are assessed. • This study explores teachers’ challenges in stimulating students’ reflection. • Three stages of teachers’ development in discussing feedback were identified. • Teacher learning needs call for tailored professional development programs.
Keywords:
Fostering students’ reflection
Process-oriented feedback
Teacher feedback literacy
Stage-geared professional development
Secondary school teachers
AI Summary
Key information extracted from the uploaded paper, including a brief overview, abstract, background, key highlights, visual analysis, and future outlook.
Journal
IF:
1.9
Papers:
1.4K
Citations:
3.8K
Organization
No organization information available