摘要：AbstractThe teacher's feedback is a pedagogical tool for promoting interaction in school. The main goal of this work is to understand the dynamics and consequences of the nature of teacher's feedback on student's identity and school commitment.We used the Dellas Identity Status Inventory-Occupation (DISI-O) to evaluate the vocational identity and an open-end questionnaire for student's perceptions about teacher's feedback. This study involved 42 students, between 13 and 19 years old. According to the results, the majority of the students are in the Moratorium status and they perceive the feedback from teachers as an important way to choose a vocational future.
