Understanding Teacher Feedback in Primary Education: A Comparative Analysis of a Three-Dimensional Framework

Yiming Li; Zhuoren Liu; Xin Chen

doi:10.62177/jetp.v3i2.1195

Authors

Yiming Li University College London
Zhuoren Liu Guangzhou Huali College
Xin Chen University of Mongolia

DOI:

https://doi.org/10.62177/jetp.v3i2.1195

Keywords:

Teacher Feedback, Primary Education, Formative Assessment, Praise

Abstract

Teacher feedback plays a crucial role in supporting students’ learning and engagement in primary education. While existing research often emphasized the cognitive function of feedback in improving academic performance, less attention has been paid to the affective and mediation dimensions involved in daily classroom practice. Therefore, this article aims to propose a three-dimensional framework for understanding teachers’ feedback in primary education through integrating cognitive, affective, and mediation perspectives. The article adopts a qualitative comparative analysis approach by examining two previously published studies on teacher feedback practices in primary education conducted in Norway and Australia. The analysis shows that teacher feedback serves multiple functions in classroom interaction, including supporting the learning process, encouraging student engagement, and maintaining positive relationships. Therefore, this article highlights that teacher feedback should be viewed as a multi-dimensional pedagogical practice that dynamically integrates cognitive guidance, motivational support, and appropriate communication tools. And the proposed framework contributes to a wider theoretical understanding of feedback, offering a useful perspective for discussing feedback practices across diverse educational contexts.

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Author Biographies

Yiming Li, University College London

Li Yiming (2001– ), female, from Harbin, Heilongjiang, China, is a master's student at the Institute of Education, University College London (UCL). Her research interests include the stress among primary school teachers in China, teacher feedback research, and contextual studies in Chinese primary school mathematics classrooms.

Zhuoren Liu, Guangzhou Huali College

Zhuoren Liu (2000– ), from Hanzhong, Shaanxi, China, is a Ph.D. candidate in Chinese Studies at the Universiti Malaya and a lecturer in the Department of Chinese Language and Literature at Guangzhou Huali College. His research focuses on Chinese language education, children’s literature education, and the pedagogical adaptation of classical Chinese literature, particularly Dream of the Red Chamber.

Xin Chen, University of Mongolia

Chen Xin (2000– ), male, Han ethnicity, from Yiyang, Hunan, China. He is currently a Ph.D. candidate at the School of Graduate, University of Mongolia, Ulaanbaatar, 16092, Mongolia. His research interests include educational studies.
Email: 18038248238@163.com

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