Search results for: Feedback
Page 1/9 89 items
Teacher educators’ practices include providing written feedback to preservice teachers. Aims of written feedback include providing information to preservice teachers about their ideas and practices as well as sustaining ongoing relationships. In this article the authors argue that factors mediating written feedback practice support the informational purposes of feedback while displacing time and space for relational purposes. This argument stems from their self-study using dialogic analysis of three mathematics teacher educators’ conversations and narratives about their written feedback. Analysis of their narratives and transcripts of conversations focused on written feedback practice through the lens of relational teacher education. They found three factors that mediated their written feedback practices: their mathematics identities, assignment structures, and accreditation. To illustrate the factors they share three vignettes crafted from transcripts of conversations and narratives of their written feedback. These themes, while unique to their contexts, illustrate ways teacher educators’ explicit values and goals for teaching about teaching can be crowded out by unexamined factors living within enactments of professional practice. Their findings are contextually bound, but coupled with other self-studies of written feedback illustrate that written feedback practice is informed by teacher educators’ values and context.
Updated: Jul. 01, 2021
Feedback sessions as mediation spaces: empowering teacher candidates to deepen instructional knowledge and engage in the construction and transformation of theory in practice
In this paper, the authors present what they believe to be important elements of action research (AR) that emerged from their final feedback sessions with 13 teacher candidates in their program as they prepared for the professional presentations. They found that considering these feedback sessions as mediation spaces (1) empowers teacher candidates to externalize and deepen personal understandings of their research through dialogical discourse with expert others, and (2) negotiate their power and emerging practitioner researcher identities.
Updated: Feb. 03, 2021
This article reports on the results of an exploratory study, based on an ‘intervention’, to determine pre-service teacher student responses to new feedback processes in an initial teacher education course. The results indicated that responses to feedback varied considerably, ranging from those students who preferred more regular feedback mechanisms (such as criteria sheets and annotations on student scripts), to those who preferred a different approach that de-emphasised the role of assessor feedback, and encouraged critical self-reflection and ownership of the learning process in order to promote the development of tacit assessment knowledge. The conclusions are that there is no one feedback mechanism that works best for all students, and that feedback processes are most effective when customised to individual students.
Updated: Dec. 10, 2020
The impact of feedback form on transactional distance and critical thinking skills in online discussions
The purpose of the current study was to determine the impact of different forms of feedback (text/image/video) on the transactional distance (TD) perceptions and critical thinking skills (CTS) of the learners in online collaborative discussions. The study was designed as a quasi-experimental study and was carried out with the participation of 104 pre-service teachers. TD Scale and Critical Thinking Standards Scale were used as data collection instruments. The findings revealed that whilst the form of feedback had a significant difference on TD perception, it did not create a significant difference on CTS. When the impact of feedback form on TD perception of the learners was examined, it was seen that the group with the lowest TD perception was the one which was given video-based feedback in online discussions. This group was followed by the groups to whom image- and text-based feedback was given.
Updated: Nov. 03, 2020
“I Didn’t Want to Make Them Feel Wrong in Any Way”: Preservice Teachers Craft Digital Feedback on Sociopolitical Perspectives in Student Texts
This qualitative multicase analysis investigated the role of “educational niceness” and “neutrality” in preservice English teacher feedback on sociopolitical issues in student writing. As part of the field experiences for several English Language Arts (ELA) methods courses at two universities, one urban and one rural, the teacher-researchers used Google Docs and other technologies to connect preservice teachers (PSTs) with high school writers at a geographical distance so that urban-situated PSTs could mentor rural-situated writers and vice versa. Five methods courses over two semesters served as cases, and 12 PSTs from those courses participated in focus groups. Data included audio recordings of nine focus groups and PSTs’ digital responses to student writing. Using thematic analysis, the authors explored how PSTs responded to sociopolitical perspectives in students’ writing — both engaging them and staying neutral. Although authentic opportunities for responding to student writers supported PSTs’ critical reflection on teaching writing, analysis of PSTs’ responses indicate that such authentic practice may not be sufficient for preparing PSTs to navigate sociopolitical issues and may, in fact, exacerbate PSTs’ impulse to enact educational niceness.
Updated: Apr. 18, 2020
This study examines ten preservice teachers’ use of Freiberg’s Person-Centered Learning Assessment (PCLA), a self-assessment measure. The PCLA serves as an individualized resource for educators to assess their classroom teaching and learning particularly in the affective domain. Study findings indicate that the 10 student teachers identified future pedagogical changes as a result of utilizing the PCLA, with eight student teachers specifically identifying changes in their classrooms prior to completion of the study. As explored in this study, self-assessments seem to provide novice educators with a unique form of feedback and have the potential to lead to deeper levels of pedagogical self-reflection and resulting changes.
Updated: Jun. 05, 2019
This study aimed to identify what mentors observe and record as pertinent towards providing feedback. The participants were 24 mentors. The results revealed that mentors’ observations with both positive and constructive criticisms clustered around three broad dimensions, namely: (1) visual, (2) auditory and (3) conceptual. The findings reveal that the mentors’ constructive criticisms were mainly based around the auditory dimension.
Updated: Aug. 26, 2018
This study aimed to investigate whether the levels of cognitive load and ambiguity are higher in the control group, who received an ad hoc feedback, than in the experimental group, who received a structured feedback. The findings suggest that the use of structured keywords for delivering immediate performance feedback is more beneficial than the ad hoc mode of delivering performance feedback on the three defined problems of pre-service teachers.
Updated: May. 22, 2018
The purpose of this study was two-folded. Firstly, it investigated the changes in preservice teachers’ professional identity after a four-week block practicum; Secondly, it examined the role of mentor teachers in creating changes in their professional identity. The author concludes that mentoring relationships played a significant role in shaping preservice teachers’ teacher identity. The detailed feedback mentor teachers provided and their positive interactions, helped preservice teachers build higher levels of confidence, and demonstrate a deeper understanding of their role as a teacher.
Updated: Feb. 15, 2018
Enhancing International Postgraduates’ Learning Experience with Online Peer Assessment and Feedback Innovation
This article describes a Higher Education Academy Economics Network-funded research examined academic and international students' experience of innovative online peer assessment and feedback. The findings reveal that the innovative tools, like PeerMark, facilitate a simple but powerful educational principle for international students. Furthermore, the authors found that the heterogeneity in assessors’ ability levels may not affect the confidence of international students in online peer assessment.
Updated: Feb. 06, 2018