Feedback – A New Perspective in Learning. A Constatative Approach to Feedback Literacy in Teacher Education

Abstract

This study aims to explore students’ perspective on feedback and feedback literacy. Open-response data were analysed using an inductively derived coding framework and applied thematic analysis. The findings enhance two major themes regarding feedback perception in students’ mindset: first and widely covered theme recognizes the role of feedback in the learning process and second theme highlights the contribution of feedback to the construction of educational relations. The students enrolled in the certification program for teaching career point out that feedback offered to teachers regarding their influence and pedagogical practices represents an acknowledgement of didactic professionalism and a new way in student-teacher relationship.