[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594110-105":59,"doc-detail-594110-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","australian-journal-of-teacher-education-vol-47-article-6","Australian Journal of Teacher Education - Vol 47 - Article 6","","Few studies have empirically examined the specific elements of schoolteachers’ feedback literacy despite its crucial role in supporting student learning. To address this gap, individual interviews were conducted with 20 teacher educators in Hong Kong and participants explained the mind maps they had previously drawn. Findings show feedback literacy as a three-dimensional construct of knowledge, competence, and disposition, evolving from qualified to fully professional levels over time.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-teacher-education-vol-47-article-6/594110/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-teacher-education-vol-47-article-6/594110.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-17","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of this study on feedback literacy?","Question",{"text":112,"@type":113},"The study examines the elements and development of schoolteachers’ feedback literacy from the perspective of teacher educators, including its components and structure.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the data collected for the research?",{"text":117,"@type":113},"The research used mind map based individual interviews with 20 teacher educators in Hong Kong, asking them to articulate the mind maps they had previously drawn.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the study conclude about the structure of feedback literacy?",{"text":121,"@type":113},"Participants perceived feedback literacy as a three-dimensional concept comprising knowledge, competence, and disposition, along with specifications for how it develops over time.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594110,1792274156,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 47  Issue 10 | Article 6 |\n| --- | --- |\n| 2022\u003Cbr>Teacher Educators’Perceptions of Schoolteacher Feedback Literacy: Implications for Feedback Training in Teacher Education Programmes\u003Cbr>Ying Zhan\u003Cbr>The Education University of Hong Kong\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Educational Assessment, Evaluation, and Research Commons, and the Teacher Education and Professional Development Commons |  |\n\nRecommended Citation  \nZhan, Y. (2022) . Teacher Educators’ Perceptions of Schoolteacher Feedback Literacy: Implications for Feedback Training in Teacher Education Programmes. Australian Journal of Teacher Education, 47(10) .  \n[http://dx.doi.org/10.14221/ajte.2022v47n10.6](http://dx.doi.org/10.14221/ajte.2022v47n10.6)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol47/iss10/6](https://ro.ecu.edu.au/ajte/vol47/iss10/6)  \nTeacher Educators’ Perceptions of Schoolteacher Feedback Literacy: Implications for Feedback Training in Teacher Education Programmes  \nYing Zhan  \nDepartment of Curriculum and Instruction  \nThe Education University of Hong Kong, Hong Kong SAR, China  \nAbstract: Few studies have empirically explored the specific elements of schoolteachers’feedback literacy in spite of its crucial role in supporting student learning in classrooms. To address this research gap, individual interviews were conducted with 20 teacher educatorsin Hong Kong. The interviewees were asked to explicate the mind  \nmaps of schoolteacher feedback literacy that they had previously  \ndrawn. Data analysis revealed that the participants perceived  \nschoolteacher feedback literacy as a three-dimensional concept,  \ncomprising knowledge, competence and disposition with  \nspecifications. In addition, the participants believed that  \nschoolteacher feedback literacy was gradually evolving from a qualified level to a fully professional level over time. In their views, understanding subject content knowledge and developing positive  \nfeedback dispositions were prerequisites for developing feedback competencies. The findings ofthis study enhance the understanding of schoolteacher feedback literacy from the perspective ofteacher educators and offer guidance for providing effective feedback training in teacher education programmes.  \nIntroduction  \nAlthough feedback from teachers has been identified as one of the most significant factors influencing students’ learning, feedback is often ineffective in classrooms (Hattie & Clarke, 2019). In and beyond the context of Hong Kong, students have reported that teacher feedback is not always insightful and helpful but confusing and inapplicable at different levels of education (e.g., Cheung & Yip, 2004; Hatti & Gan, 2011; Lee, 2008, 2016; Small & Attree, 2016; Winstone & Boud, 2022) . Students have decoding difficulties when interpreting teacher feedback, emotional resistance to teachers’ negative feedback and cannot apply it to their revision due to the lack of constructive suggestions, and depersonalized and non-transferable comments (Lee, 2008; Winstone & Boud, 2022; Zhan, 2019). To provide high-quality feedback and facilitate students’ productive use of it, teachers need to be equipped with adequate feedback literacy (Carless & Winstone, 2020) . Higher education has recently witnessed a significant rise in the discussion of the concept of teacher feedback literacy (Boud & Dawson, 2021; Carless & Winstone, 2020; Chan & Luo, 2021; Heron et al., 2021; Jiang & Yu, 2021; Xu & Carless, 2017) . In school settings, relevant discussion and empirical exploration of this concept are still lacking in spite of abundant feedback advice and research in literature (Lee, 2021) .  \nTeacher education is important for pre-and-in-services schoolteachers to prepare for e","cbCaijuBu9TWLent","https://ap.wps.com/l/cbCaijuBu9TWLent","pdf",415590,"English","# Abstract\n# Introduction\n## Background and problem\n## Teacher education needs\n# Teacher Feedback Literacy\n## Definition of Teacher Feedback Literacy","[{\"question\":\"What is the focus of this study on feedback literacy?\",\"answer\":\"The study examines the elements and development of schoolteachers’ feedback literacy from the perspective of teacher educators, including its components and structure.\"},{\"question\":\"How was the data collected for the research?\",\"answer\":\"The research used mind map based individual interviews with 20 teacher educators in Hong Kong, asking them to articulate the mind maps they had previously drawn.\"},{\"question\":\"What does the study conclude about the structure of feedback literacy?\",\"answer\":\"Participants perceived feedback literacy as a three-dimensional concept comprising knowledge, competence, and disposition, along with specifications for how it develops over time.\"}]","Australian Journal of Teacher Education - Vol 47 - Article 6 | PDF",1792078554]