Menu
Menu

Menu do Portal GEPEMA

Connecting knowledge and practice: Mathematics teacher educators' knowledge and use of formative feedback in Ghana

Artigo2022

Justice Enu ORCID; Annatoria Zanele Ngcobo

Acesso aberto Acessar texto completo: Connecting knowledge and practice: Mathematics teacher educators' knowledge and use of formative feedback in Ghana (abre em nova aba)

0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.

Na última verificação automática (02/10/2026), não respondeu na fonte: PDF. O endereço é mantido e volta a ser verificado no próximo ciclo; se o link não abrir, tente mais tarde ou use a página oficial.

Resumo

The feedback aspects of formative assessment are an indispensable tool for improving teaching and learning. In this study, we report on findings about mathematics teacher educators' conceptions of feedback and how their conceptions translate into practice when conducting assessments in mathematics modules. In our qualitative study, underpinned by an interpretive paradigm, data were generated through semi-structured interviews, lecture observations, and textual analysis of students' scripts from six mathematics teacher educators purposely selected across three teacher colleges. Findings revealed that the teacher educators' knowledge and practices of feedback are foregrounded on providing corrective measures to students' weaknesses. This means when giving feedback, mathematics teacher educators focus on how well students can solve the task at hand-with limited attention to helping students regulate their own learning. We argue for the need to revise current policy to expose teacher educators to best practices and to engage with relevant literature on formative assessment and effective feedback.

Dados da obra

Tipo
Artigo
Periódico
Journal of Education, n. 87, p. 1-22
Editora
Academy of Science of South Africa
Ano
2022 (2022-07-25)
Idioma
en
Palavras-chave
formative assessment; feedback; mathematics teacher educators; assessment practices; student self-regulation; teacher education policy
Temas
Avaliação, Formação de Professores de Matemática
DOI
10.17159/2520-9868/i87a04
ISSN
0259-479X, 2520-9868
Licença
cc-by-nc-nd
Acesso
Acesso aberto
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
ENU, Justice; NGCOBO, Annatoria Zanele. Connecting knowledge and practice: Mathematics teacher educators' knowledge and use of formative feedback in Ghana. Journal of Education, n. 87, p. 1-22, 2022. DOI: https://doi.org/10.17159/2520-9868/i87a04.

APA

Enu, J., & Ngcobo, A. Z. (2022). Connecting knowledge and practice: Mathematics teacher educators' knowledge and use of formative feedback in Ghana. Journal of Education, 1-22. https://doi.org/10.17159/2520-9868/i87a04

BibTeX
@article{enu2022,
  author = {Enu, Justice and Ngcobo, Annatoria Zanele},
  title = {Connecting knowledge and practice: Mathematics teacher educators' knowledge and use of formative feedback in Ghana},
  year = {2022},
  journal = {Journal of Education},
  number = {87},
  pages = {1-22},
  publisher = {Academy of Science of South Africa},
  doi = {10.17159/2520-9868/i87a04},
  language = {en}
}
RIS
TY  - JOUR
AU  - Enu, Justice
AU  - Ngcobo, Annatoria Zanele
TI  - Connecting knowledge and practice: Mathematics teacher educators' knowledge and use of formative feedback in Ghana
PY  - 2022
JO  - Journal of Education
IS  - 87
SP  - 1
EP  - 22
DO  - 10.17159/2520-9868/i87a04
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

Obras relacionadas

Obras do acervo corrente com mais temas em comum.

Acessibilidade

As escolhas valem em todas as páginas internas e ficam só neste navegador. Atalho: tecla de acesso 5.

Perfis rápidos

Ajustes

Sobre a acessibilidade do Portal