Abstract
Although the importance of teacher feedback literacy in enhancing student feedback literacy is recognized, the influence of teacher beliefs on teacher feedback literacy at the classroom level remains uncertain. This study aimed to address this issue by examining twenty-two educators’ beliefs in Hong Kong universities. Data were collected through semi-structured interviews and reflective journals. Thematic analysis revealed four distinct patterns of teacher beliefs: knowledge-oriented, social learning, relationship-building, and technology-mediated feedback beliefs. Teachers with a knowledge-oriented approach position themselves as authoritative figures, emphasizing their expertise and focusing on evaluating students’ performance based on assessment criteria. Those endorsing social learning feedback beliefs highlight the collaborative efforts of peers in enhancing feedback literacy through discussions and reviews. Educators with relationship-building feedback beliefs prioritize supportive interpersonal relationships to alleviate learner anxiety through teacher–student conferences. Lastly, teachers with technology-mediated feedback beliefs leverage technology for efficient feedback exchanges and promote AI tools for evaluating student drafts. While these belief patterns are distinct, each participant holds at least two feedback belief patterns, prioritizing one set over the others. The implications of these findings for teacher development in feedback literacy are discussed.
Published Version
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