Feedback and justice in education: an exploration of the conceptions of teachers training future professors in a Chilean university

Introduction: sufficient studies allow concluding a favorable impact of feedback in the consolidation of deep learning. Research is also clear in indicating the formative benefits of integrating socially just approaches to assessment. However, there is little evidence of the link between feedback, assessment and social justice. Considering this gap, the present inquiry problematizes fair feedback by exploring the conceptions of teachers working in initial teacher education. Method: with a qualitative approach of exploratory, descriptive and interpretive scope, the diverse conceptions of 10 academics (two men and eight women) representing all the careers of the Faculty of Education of a private university in the Metropolitan Region of Santiago de Chile were explored. Semi-structured interviews were conducted, and the data were studied with content analysis. Results: there is a prevalence of conceptions that refer to feedback as a practice that is more informative than constructive. Regarding fair feedback, it is defined as a conversational and democratic instance that recognizes and legitimizes the variety of learning rhythms. Likewise, it is conceived as a space for collective construction that encourages reflection on learning and eliminates the punitive nature of evaluation. Conclusions: the conceptions of good feedback are linked to the idea of fairness. The implementation of this form of feedback is impeded by cultural, personal and structural barriers.