EXPLORING TEACHERS’ BELIEFS AND PRACTICES OF CONSTRUCTIVE FEEDBACK AT ONE OF THE NIS SCHOOLS IN WEST KAZAKHSTAN

Abstract

Exploring Teachers’ Beliefs and Practices of Constructive Feedback at One of the Nazarbayev Intellectual Schools in West Kazakhstan This study examines teachers' beliefs and experiences with constructive feedback at one Nazarbayev Intellectual School in West Kazakhstan. The given study aimed to investigate teachers' perceptions and practices of constructive feedback and its impact on the learning process. The data for this study was collected using semi-structured interviews, and eight teachers took part in it. The interviews revealed that teachers believe that constructive feedback is a positive tool that enables the learning process to be more effective. Teachers reported that constructive feedback is a main tool in the learning process, must be specific, individual, and provided timely. Moreover, the common procedures of constructive feedback used at this school, the obstacles teachers face in providing constructive feedback, and the impact of constructive feedback on learning were highlighted in this study. Additionally, this study revealed that teachers use the procedure of constructive feedback for differentiation purposes. Overall, this study highlights the significance of constructive feedback in the learning and teaching process and describes practical information for the future implementation of it in the Kazakhstani context.