This paper reports the findings of a small-scale study seeking to investigate how student teachers, within a three-year undergraduate programme, understand feedback. Feedback has been central to debates and discussion in the assessment literature in recent years. Hence, in this paper, feedback is positioned within the often-contradictory discourses of assessment, including perspectives on student and teacher feedback. The study focused on two first year undergraduate student teachers at a small university in England and considered the relationships between their understanding of feedback as a student, their understanding of feedback as an emerging teacher, and the key influences shaping these understandings. A phenomenological case study methodology was employed with interviews as the prime method of data collection. Themes emerged as part of an Nvivo analysis, including emotional responses, relationships and dialogue, all of which appear to have impacted on the students’ conceptual understanding of feedback as indelibly shaped by its interpersonal and affective, rather than purely cognitive or ideational, dimensions. The paper therefore seeks to contribute to the wider feedback discourse by offering an analysis of empirical data. Although situated within English teacher education, there are tentative conclusions that are applicable to international teacher education and as well as higher education more generally.

本文报告了一项小型研究的结果，该研究旨在调查三年制本科课程中学生教师如何理解反馈。近年来，反馈一直是评估文献中辩论和讨论的中心。因此，在本文中，反馈被放置在评估的经常矛盾的话题中，包括对学生和老师反馈的看法。该研究的重点是英格兰一所小型大学的两名本科一年级本科生教师，并考虑了他们对学生反馈的理解，对作为新兴教师的反馈的理解以及形成这些理解的关键影响之间的关系。现象学案例研究方法与访谈相结合，是数据收集的主要方法。主题作为Nvivo分析的一部分出现，包括情绪反应，关系和对话，所有这些似乎都影响了学生对反馈的概念理解，这是由人际关系和情感而不是纯粹的认知或概念维度来不可磨灭地塑造的。因此，本文试图通过对经验数据进行分析，为更广泛的反馈话语做出贡献。尽管位于英语教师教育中，但有一些初步结论适用于国际教师教育以及更广泛的高等教育。而不是纯粹的认知或概念维度。因此，本文试图通过对经验数据进行分析，为更广泛的反馈话语做出贡献。尽管位于英语教师教育中，但有一些初步结论适用于国际教师教育以及更广泛的高等教育。而不是纯粹的认知或概念维度。因此，本文试图通过对经验数据进行分析，为更广泛的反馈话语做出贡献。尽管位于英语教师教育中，但有一些初步结论适用于国际教师教育以及更广泛的高等教育。