Creencias y prácticas del alumnado del Grado de Educación Primaria sobre la retroalimentación correctiva escrita

Tania Salguero; Marilisa Birello

doi:10.18172/con.6849

Authors

Tania Salguero Universitat Autònoma de Barcelona https://orcid.org/0009-0000-8678-5491
Marilisa Birello Universitat Autònoma de Barcelona https://orcid.org/0000-0002-3744-7645

DOI:

https://doi.org/10.18172/con.6849

Keywords:

: teacher beliefs, written corrective feedback, pre-service teachers, writing.

Abstract

Pre-service teachers’ beliefs about written corrective feedback (WCF) influence how they provide feedback on students’ texts. Previous research on teachers’ beliefs and WCF practices has focused primarily on L2 teaching and learning contexts involving in-service teachers, with comparatively limited attention to pre-service teachers. This study aims to identify pre-service teachers' beliefs about WCF and their feedback practices and to analyse the relationship between them. Nine third-year undergraduate pre-service teachers participated in the study. A qualitative case study methodology was used, and two group interviews were conducted and analysed using thematic analysis. Nine texts containing WCF were also collected and examined in terms of WCF type (direct, indirect, metalinguistic, metadiscursive), the nature of the error (local/global) and the scope (focused/non-focused). Participants believe that WCF should enhance the quality of students’ writing and include specific strategies. According to the type of WCF, they value indirect WCF for its potential to foster reflection, and metalinguistic WCF for providing clear explanations. However, when providing WCF, they do so in a non-focused manner, predominantly using direct feedback and focusing on local errors—mainly orthographic ones. The findings suggest that tensions between beliefs and practices can be explained by individual factors, such as previous learning experiences, and highlights the need for specific training in WCF in initial teacher education programs.

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Author Biographies

Tania Salguero , Universitat Autònoma de Barcelona

Tania Salguero García is a PhD student in Education at the Autonomous University of Barcelona (UAB). She holds a Master's Degree in Educational Research from UAB, specializing in Language and Literature Didactics. She has worked as a research assistant on various projects related to language teaching. Her research focuses on corrective feedback, language learning and teaching, and initial teacher training.

Marilisa Birello, Universitat Autònoma de Barcelona

PhD in Education from the University of Barcelona and is associate professor in the Department of Language, Literature and Social Sciences Education at the Universitat Autònoma de Barcelona. Her research interests focus on language teacher education, writing and written feedback .

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