Types of feedback used by classroom teachers: Bayburt case

This study is to explain determination of types of feedback that teachers use during learning-teaching process, teachers' views on the use of feedback and to reveal if teachers' views on the use of feedback vary depending on the variables of class level and classroom population. In the study, quantitative and qualitative methods are together and the results were described. The research is descriptive. For the collection of data, questionnaires, interviews and observations were employed. Therefore, triangulation technique was benefited. Data were collected from classroom teachers teaching at state primary schools in the province of Bayburt. The survey developed was administered on 110 classroom teachers. The qualitative data were interpreted by one-way anova and t-test. For interpretation of qualitative daya obtained as a result of responses to open-ended questionsi observations and interviews, content analysis was used. In the study, 25 classroom teachers were interviewed while 20 teachers were observed for one teaching hour. The results of the study showed that the feed-back types could be classified as directive, motivating and consolidating in teaching and learning and the most common feedback was consolidating while in the second place comes directive feedback and the least used feed-back was motivating one used. Besides, depending on the classroom level and classroom population they teach, there was no significant difference between the views on the necessity of use of feedback in learning and feedback.