Perceptions of Feedback among Russian Adolescents

Despite the obvious significance of feedback phenomenon for school practice, there is a lack valid analysis students’ perception feedback. This article explores how Russian adolescents conceptualize and perceive as an educational tool. Descriptive research was conducted using anonymous survey based on questionnaire composed open-ended questions. Seven hundred three from large cities Russia were asked questions about they understood “feedback”, what kind would like to receive, actually received teachers. followed by field study that involved overt observation manifestations in secondary program gifted students (n = 140). Most senior understand range problems associated with feedback, yet itself resource be used teacher, not themselves. In their beliefs intuitively rely either “behavioral” or “existential” perspective. former case, perceived only external stimulus resulting response. latter, regard tool dialogue, support, engaged communication, relationship development, direct indirect request evaluation assistance. The more complex interpretation may stem prior participation situations assistance cooperation well need dialogue teacher tutor.Since sample unrepresentative, conclusions made this should deemed preliminary. Nevertheless, allow designing further litera?? Russia’s education.