Browsing by Subject "Palaute"

Teachers’ actions are often talked about in different mediums. The floor is given most often to those who have received negative feedback whilst at school. Previous studies have also shown that the feedback given by teachers is often related to performance, personality and remains superficial. Studies state that feedback influences students’ self-image which is connected to performance and motivation. According to Finnish constitutional law (L628/1998, 22 §), schools must evaluate students. The law also states the conditions of evaluation. Students’ evaluation is a part of teachers’ job. The purpose of this thesis is to examine what kind of feedback classroom teachers have received during their own school years. Furthermore, the aim is to examine how the teachers experience the given feedback and how they have reflected on it in comparison to their own teachers’ profession. I collected the research material by interviewing three Finnish classroom teachers. The interviews were carried out using a semi-structured method. I used a qualitative, narrative method, which allowed me to immerse myself into the teachers’ experiences and their reflections. According to the research results classroom teachers remembered several occasions where feedback was given. They could also recall the emotions felt in those situations. The justification of feedback was emphasised in the interviews. Additionally, the teachers conceived feedback as a meaningful component of learning and were very aware of the effects of feedback in their own students. The results also showed that experiences of feedback given in primary and secondary schools influenced the teachers in their teachers’ profession. Reflecting on previous experiences affects the formation of one’s professional identity. It also influences the processing of those experiences. I am hopeful that this thesis will provide understanding towards the effects of feedback and processing of teachers’ pervious experiences as a part of the formation of their professional identity.