This study explores how newly qualified physical education (PE) teachers experience the meaning of feedback through reflections on their assessment practices. We focus on the use, purpose, and content of feedback in PE practice. Assessment practices in PE have generally been used for grading purposes, often with little connection to the preceding teaching and learning. The educational quality of feedback depends on teachers’ knowledge of what is supposed to be learned and how learners understand what they are supposed to know. Hence, it is important to investigate whether and how PE teacher education (PETE) prepares pre-service teachers for their professional work with feedback in PE. Individual stimulated recall interviews, a focus group interview and individual interviews with eight newly qualified teachers were conducted, and the data was analysed through a phenomenographic approach. The findings reveal that feedback is experienced in various ways, some comprising content that helps students learn what is supposed to be learned. Other ways of experiencing feedback generate content that does not relate to any intended learning goal other than being physically active in the here and now. The findings are discussed in relation to Hattie and Timperley's (2007) model of feedback as well as in relation to PETE and the significance of providing possibilities for future teachers to learn about the ways in which feedback can be educationally worthwhile.

中文翻译：

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体育教师对体育中反馈含义的体验


本研究探讨了新合格的体育 （PE） 教师如何通过反思他们的评估实践来体验反馈的意义。我们专注于 PE 实践中反馈的使用、目的和内容。体育课的评估做法通常用于评分目的，通常与之前的教学和学习几乎没有联系。反馈的教育质量取决于教师对应该学习的内容的了解以及学习者如何理解他们应该知道的内容。因此，重要的是要调查体育教师教育 （PETE） 是否以及如何通过体育反馈为职前教师的专业工作做好准备。对 8 名新获得资格的教师进行了个人刺激回忆访谈、焦点小组访谈和个人访谈，并通过现象学方法分析数据。研究结果表明，反馈以多种方式体验，其中一些包括帮助学生学习应该学习的内容。其他体验反馈的方式生成的内容与任何预期的学习目标无关，除了此时此地的体育活动。这些发现与 Hattie 和 Timperley （2007） 的反馈模型以及 PETE 以及为未来的教师提供了解反馈在教育上有价值的方式的可能性的重要性进行了讨论。