Presenter Information

Eric Hougan

Document Type

Oral Presentation

Location

Higher Education Center Bldg 29 - Des Moines Center

Event Website

http://www.cwu.edu/source/

Start Date

19-5-2015

End Date

19-5-2015

Keywords

Feedback, Student Teaching, Feedback Training

Abstract

Current education reforms aim to improve teacher effectiveness by calling for high-quality teacher preparation programs that provides preservice teachers with impactful learning opportunities. At the heart of this teacher training is delivering high-quality feedback to the preservice teachers during their practicum experience. Yet, there is limited research on the student teachers’ feedback infrastructure, including the quality, quantity, and medium for offering student teachers regular, meaningful, and useful feedback on their emerging classroom practice. Employing design-based research and social network analysis methodologies, this study: (a) sheds light on the student teachers’ feedback (social) network from within a traditional teacher preparation program; and (b) highlights professional development training efforts to bolster student teachers’ capacity for exchanging more impactful feedback with peers. Analysis suggests the study’s interventions influenced the quantity and quality of the peer-exchanged feedback.

Poster Number

5

Faculty Mentor(s)

Eric Hougan

Department/Program

Educational Foundations & Curriculum

Additional Mentoring Department

Educational Foundations & Curriculum

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May 19th, 2:00 PM May 19th, 5:30 PM

Employing Feedback Training to Bolster the Quantity and Quality of Peer-Feedback Flowing to Student Teachers

Higher Education Center Bldg 29 - Des Moines Center

Current education reforms aim to improve teacher effectiveness by calling for high-quality teacher preparation programs that provides preservice teachers with impactful learning opportunities. At the heart of this teacher training is delivering high-quality feedback to the preservice teachers during their practicum experience. Yet, there is limited research on the student teachers’ feedback infrastructure, including the quality, quantity, and medium for offering student teachers regular, meaningful, and useful feedback on their emerging classroom practice. Employing design-based research and social network analysis methodologies, this study: (a) sheds light on the student teachers’ feedback (social) network from within a traditional teacher preparation program; and (b) highlights professional development training efforts to bolster student teachers’ capacity for exchanging more impactful feedback with peers. Analysis suggests the study’s interventions influenced the quantity and quality of the peer-exchanged feedback.

http://digitalcommons.cwu.edu/source/2015/cwucenters/4