Given that the conceptions of feedback can influence how teachers and students participate in teaching–learning situations, there has recently been a growing interest in exploring their conceptions about what feedback is and what it is used for. The objective of this study is to examine the attributes that characterize the conceptions of feedback and the existence of profiles of students who are just starting their teacher training. A total of 352 students in their first year of bachelor’s degrees in preschool and primary school education defined the term ‘feedback’ and its purposes. These were then codified into a set of eight attributes (e.g., nature, level, sources, purpose). The results show that half the participants view feedback as information from teachers on student performance to improve that performance (Category 4) and/or their learning (Category 1); others view it as a dynamic, interactive process in which different stakeholders participate (Category 3); and yet others see it as formative assessment in which the teachers assess tasks to guide students (Category 2). These profiles reflect these university students’ different conceptions, along with the need to identify those that fall within profile 4 to modify their static view geared at performance.
Máñez et al. (Tue,) studied this question.
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