Özet:

The aim of this study is to examine the opinions of academics on the phenomenon of feedback in postgraduate education. Phenomenology design which is one of the qualitative research designs was used in the study. The study group consists of 31 academics who provide post-graduate education in the basic field of Educational Sciences at different universities in Turkey in 2020-2021 academic year. In the research, a semi-structured interview form was used as data collection tool. In the interview form, there were 8 open-ended questions aiming to determine the opinions of the academics on the concept of feedback, its purpose, effective and ineffective feedback, the lucidity of their feedback, the positive aspects of the feedback given, the negative situations they encounter in the feedback process and their competence in giving feedback. The data obtained in the study were analyzed by content analysis technique. According to the findings, academics defined the feedback as "Information, guidance, evaluation, the element that ensures learning and motivates the person". The purpose of feedback is defined as "Providing improvement and guidance, showing the objectives achieved, one's weaknesses only and strengths and weaknesses together, communicating effectively, informing about the performance criteria, pursuing the process efficiently and sharing knowledge and experience". Effective feedback should provide information, explanation, evaluation, development, awareness of one's deficiencies, encourage research, be constructive, delivered timely, motivating, face to face, written, in cooperation with stakeholders, appropriate for the purpose, individual and not contain prejudice. Academics also emphasized that the feedback is not effective especially when the student’s motivation and level of knowledge is low, feedback is given without correction, not given in an appropriate style, and on time. In addition to the positive aspects of feedback, negative situations while giving feedback were defined by the academics as well. Finally, the vast majority of academics asserted that the feedback they give is sufficiently lucid and that they are competent in giving feedback.

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