| Title: |
Teacher Feedback Literacy in Higher Education: Navigating Enablers and Constraints |
| Language: |
English |
| Authors: |
Peter Musaeus (ORCID 0000-0001-6062-055X); Christopher Neil Prilop (ORCID 0000-0001-9629-4127); Kenan Dikilitaş (ORCID 0000-0001-9387-8696); Monica Alterskjær Sundset (ORCID 0000-0002-4850-262X); Camilla Svensen (ORCID 0000-0001-9577-3935); Tatiana Ershova (ORCID 0000-0002-9138-5967); David Boud (ORCID 0000-0002-6883-2722); Annika Büchert Lindberg (ORCID 0000-0002-0565-5853); Ole Eggers Bjælde (ORCID 0000-0002-2767-0317); Robert Morris Gray (ORCID 0000-0002-9834-1676); Türkan İstencioğlu (ORCID 0000-0001-7088-8461); Monika Kvernenes (ORCID 0000-0002-6042-6383); Berit Lassesen (ORCID 0000-0001-9561-6876); Arild Raaheim (ORCID 0000-0001-5668-8703) |
| Source: |
Assessment & Evaluation in Higher Education. 2026 51(2):315-331. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
17 |
| Publication Date: |
2026 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Feedback (Response); Higher Education; Multiple Literacies; Foreign Countries; College Faculty; Teacher Attitudes; Universities; Academic Rank (Professional); Dialogs (Language); Influences; Barriers |
| Geographic Terms: |
Australia; Denmark; Norway |
| DOI: |
10.1080/02602938.2025.2591556 |
| ISSN: |
0260-2938; 1469-297X |
| Abstract: |
Feedback is essential to effective teaching in higher education. Teachers are expected to support student learning through dialogic feedback while navigating interpersonal, institutional and societal factors that may enable or constrain their efforts. This article explores how university teachers perceive such enablers and constraints across multiple levels, and how they shape teacher feedback literacy. Data were generated through semi-structured interviews with 34 associate and full professors from five universities in Australia, Denmark and Norway. Using reflexive thematic analysis, the study identified five tensions that shape feedback decisions: workload versus workarounds, intuition versus evidence-based practice, individual autonomy versus institutional structure, teacher intention versus student engagement and institutional structures versus imaginative openings. Findings show that systemic conditions such as workload pressures, limited institutional support and fragmented departmental coordination strongly influence what feedback practices are possible. While teachers often devise creative strategies to enhance feedback, these efforts are constrained by systemic barriers that limit their viability. Hence, this article highlights the need for institutional feedback literacy to establish structures, cultures and resources that sustain feedback practices across micro (teacher-student), meso (course/module) and macro (institutional/policy) levels. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
EJ1499446 |
| Database: |
ERIC |