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Feedback Literacy of Teacher Candidates: Roles of Assessment Course Learning Experience and Motivations for Becoming a Teacher

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Abstract

Despite the enabling role of teacher feedback literacy in students’ engagement with feedback, little empirical research has explored the internal structure of this construct and its influencing factors. This paper developed and validated a teacher feedback literacy scale for pre-service teachers and examined its influencing factors (i.e. pre-service teachers’ motivations for becoming a teacher and assessment course learning experience). 541 pre-service teachers attended the survey. Confirmatory factor analysis supports the structural validity of the scale. F-tests reveal the significant difference in four dimensions of teacher feedback literacy (i.e. feedback competencies of planning, implementing and follow-up, and appreciation of feedback) among the participants who had taken different numbers of assessment courses. Correlation analysis and structural equation analysis indicate that participants’ intrinsic motivation for becoming a teacher has a stronger impact on teacher feedback literacy than extrinsic motivation. Suggestions are made on the cultivation of teacher feedback literacy in teacher education programs.

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Acknowledgements

This study was supported by the Early Career Scheme (No.: 28609721) funded by the University Grants Committee in Hong Kong and the Research Cluster Fund (No.: RG76/2020-2021R) in the Education University of Hong Kong.

Funding

This article was funded by University Grants Committee, 28609721, Ying Zhan, The Education University of Hong Kong, RG76/2020-2021R, Ying Zhan.

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  1. Analytics\Assessment Research Centre and Department of Curriculum and Instruction, The Education University of Hong Kong, D1-1F-17, 10 Lo Ping Road, Tai Po, N.T., Hong Kong, China

    Ying Zhan

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  1. Ying Zhan
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Correspondence to Ying Zhan.

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Zhan, Y. Feedback Literacy of Teacher Candidates: Roles of Assessment Course Learning Experience and Motivations for Becoming a Teacher. Asia-Pacific Edu Res (2023). https://doi.org/10.1007/s40299-023-00779-1

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