Learning and teaching practices, attitudes, and beliefs of mathematics and English teachers as learners regarding errors and feedback

Learners’ and teachers’ attitudes toward and views on errors are closely tied to their practices regarding errors. This study attempts to reflect and compare learning and teaching practices, attitudes and beliefs of mathematics teachers (M.Ts) and English teachers (E.Ts) who are also learners as postgraduate students regarding errors, mistakes, and feedback provided on errors. Data were collected from 162 in-service English and mathematics teachers through a survey. The results indicate that both English and mathematics teachers as learners have similar practices, attitudes, and beliefs regarding errors and feedback in their learning and teaching processes, although some points significantly differ according to their subject. This study also points out that the beliefs of E.Ts and M.Ts regarding errors and feedback are mostly compatible with their practices in teaching. As a result, it proposes that teachers address students’ errors constructively throughout sessions, allowing them to create a positive error atmosphere. In this respect, the findings of this study should be taken into account by teacher education programs in order to train instructors on a positive error environment in which learners have a high potential to learn from mistakes.