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Novice teachers’ appraisal of expert feedback in a teacher professional development programme in Chinese vocational education

dc.contributor.authorJin, Xinglin
dc.contributor.authorTigelaar, Dineke
dc.contributor.authorVan der Want, Anna
dc.contributor.authorAdmiraal, Wilfried
dc.date.accessioned2023-02-13T14:59:38Z
dc.date.available2023-02-13T14:59:38Z
dc.date.created2022-04-09T08:16:55Z
dc.date.issued2022-02-02
dc.identifier.issn0742-051X
dc.identifier.urihttps://hdl.handle.net/11250/3050498
dc.description.abstractThis study is focused on exploring novice teachers' appraisal of expert feedback in a professional development programme for vocational schoolteachers. Twelve novice teachers in different school subjects were interviewed after the programme. An appraisal framework with 4 domains and 12 appraisal categories was built based on coding and analysing interview transcripts. The most frequently occurring appraisal categories and the differences between Chinese language teachers and vocational subject teachers were also analysed qualitatively. The findings revealed novice teachers’ concerns and expectations for expert feedback, as well as provided an appraisal framework for future studies on feedback in teacher professional development.en_US
dc.language.isoengen_US
dc.publisherElsevieren_US
dc.relation.ispartofseriesTeaching and Teacher Education : An International Journal of Research and Studies;Volume 112, April 2022, 103652
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.subjectAppraisalsen_US
dc.subjectExpert feedbacksen_US
dc.subjectNovice teachersen_US
dc.subjectExpert teachersen_US
dc.subjectVocational education and trainingen_US
dc.subjectTeacher professional developmenten_US
dc.titleNovice teachers’ appraisal of expert feedback in a teacher professional development programme in Chinese vocational educationen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2022 The Authorsen_US
dc.source.articlenumber103652en_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode2
dc.identifier.doihttps://doi.org/10.1016/j.tate.2022.103652
dc.identifier.cristin2016301
dc.source.journalTeaching and Teacher Education : An International Journal of Research and Studiesen_US
dc.source.volume112en_US
dc.source.issue112en_US
dc.source.pagenumber1-9en_US


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