Physical and Psychological Factors Inhibiting the Use of Technological Devices in the Development of Collaborative Feedback in the Reflective Practice amongst Trainee Teachers

Authors

  • Gordon Ade-Ojo University of Greenwich, School of Education and academic associate of the University of South Africa (UNISA)
  • Nicola Sowe University of Greenwich, School of Education

DOI:

https://doi.org/10.21100/compass.v3i6.161

Abstract

Much importance has been attached to the promotion and development of a collaborative form of feedback in the context of reflective practice. Two main conclusions from relevant studies are that collaborative feedback contributes to the development of reflective practice, and that the predominant structure of feedback practice has not engendered the development of collaborative feedback (Copland 2008, Copland, Ma and Mann 2009 and 2010, Edge 2005, Alexander 2005, Ade-Ojo and Sowe, 2011). Responses to these conclusions have varied. While some studies have explored the underpinning drivers of feedback in reflective practice (Copland 2008, Edge 2005), others have looked at the processes and physicality of the structures that can support the development of a collaborative approach to feedback (Sowe and Ade-Ojo 2011, Mula 2009, Dyke, Harding and Lajeunesse, 2006). With the latter, one of the more common areas that has been explored is the use of technological devices such as video and digital recordings.

Author Biographies

Gordon Ade-Ojo, University of Greenwich, School of Education and academic associate of the University of South Africa (UNISA)

Gordon Ade-Ojo is a principal lecturer in the School of Education and contributes to the lifelong learning teacher education and Postgraduate programmes. Gordon has authored books and published several articles in peer reviewed journals. Gordon is an academic associate of UNISA.

Nicola Sowe, University of Greenwich, School of Education

Nicola Sowe is an education consultant and researcher and contributes to the LLTE programme of the University of Greenwich. Nicola is particularly interested in the areas of curriculum development and student learning.

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Published

12/01/2012