Document Type
Oral Presentation
Campus where you would like to present
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.
Recommended Citation
Hougan, Eric, "Employing Feedback Training to Bolster the Quantity and Quality of Peer-Feedback Flowing to Student Teachers" (2015). Symposium Of University Research and Creative Expression (SOURCE). 4.
https://digitalcommons.cwu.edu/source/2015/cwucenters/4
Poster Number
5
Department/Program
Educational Foundations & Curriculum
Additional Mentoring Department
Educational Foundations & Curriculum
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.
https://digitalcommons.cwu.edu/source/2015/cwucenters/4
Faculty Mentor(s)
Eric Hougan