Abstract
This chapter is an Exploratory Practice (EP) case study which reports on a search for understanding of the reasons behind students’ lack of engagement with written feedback. The account describes how the process involved the teacher and students as partners in the enquiry which used regular classroom discussions and dialogical feedback. The case study illustrates how a mutual dialogical engagement between practitioner and students helped break away from routinized pedagogical practices, how mutual learning and rapport coming before efficiency and competence, and how this insight has become progressively integrated into this teacher’s pedagogy.
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Slimani-Rolls, A., Kiely, R. (2019). A Written Feedback Puzzle: Understanding ‘Local’ Pedagogy. In: Exploratory Practice for Continuing Professional Development. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-69763-5_7
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DOI: https://doi.org/10.1007/978-3-319-69763-5_7
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