Практики современных российских учителей по предоставлению обратной связи: результаты этнографического исследования

Вопросы образования. 2025. № 2. С. 195–228.

Kholmanskaya M.

The article presents the results of a qualitative study on feedback practices in Russian schools. While a large number of research studies in the area of feedback are being currently conducted worldwide with the aim to examine different prerequisites for feedback effectiveness, it is extremely underestimated in Russia. It results in teachers lacking knowledge and skills in working with feedback. The goal of this study was to observe and describe the ways Russian teachers work with feedback. In the qualitative research 54 lessons given by 19 teachers from different public schools in various settlements were observed and analyzed. 16 categories of oral feedback were identified and 13 of them were described in more detail. It was shown that Russian teachers give a lot of feedback, but it mostly refers to the task level (according to Hattie). The most significant levels of process and self-regulation were rarely observed in the lessons. It is suggested that this situation is due to the lack of teachers’ education in the area of feedback, thus it is proposed to introduce a special course on feedback in teacher training programs. The significance of the study is provided by the fact that it is the first research work in Russian education sciences to describe how teachers in Russian schools give feedback.

Keywords: педагогический дискурс, educational discourse, feedback literacy, error climate, климат ошибки, обратная связь в обучении, ethnographic research in school, фидбэк, этнографическое исследование в школе