Browsing by Author "Kankainen, Taru"

In this Master thesis my aim is to research how teachers give verbal feedback. Giving verbal feedback is big part of teaching. Therefore, it is important that teachers evaluate their own way to give feedback. I examined how much teachers are giving feedback during lessons and what type of feedback. I also examined how much teachers are giving positive feed-back. For the analyse I am using Hattie´s and Timperley`s (2007) Model of feedback. Ac-cording this model feedback effect on four different levels. These include the level of task performance, the level of process of understanding how to do a task, the regulatory or met-acognitive process level, and/or the self or personal level. On this research I have created account of one teacher´s way to give verbal feedback during lessons. I have also examined how pupil`s behaviour effect on teacher way to give feedback. The purpose of this study is pay attention to teacher’s way to give feedback and therefore encourage to teachers evalu-ate their own ways to give feedback. My study is qualitive research and my target group is one fifth class from Helsinki. I filmed data on three different days. In the transcript of the data I included only the past where teacher was giving verbal feedback. The first and the second research question were analysed with theory-based content analysis. The third research question was analysed with data-based content analysis. The result shows that most of the teacher´s feedback is directed to the task level. Second most-used feedback was targeted to the process level third most to the self-regulation level and none of the teacher’s feedback was directed to the personal level. Most of the teacher´s feedback was positive. When pupils were working on task most used was positive task level feedback. When pupil’s behaviour was disruptive teacher was giving feedback on self-regulation level.