Abstract
If feedback is to be framed as purposeful dialogue then both students and teachers have significant roles to play. Students must be willing and able to provide feedback to teachers not only about their learning needs but also about the teaching they experience. In turn, teachers must create the conditions that support active student learning and disclosure. It is against this backdrop that the current interpretive, qualitative research was carried out. Set within the final year of secondary schooling in New Zealand (Year 13) this paper draws on data generated from two semi-structured, focus group interviews. It provides insights into 14 students’ perspectives about the role feedback plays in the enhancement of their learning, the kinds of experiences and interactions needed to support their disclosure of learning needs and the dispositions teachers need to exhibit to create a trustful, mutually respectful environment.
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