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ERIC Number: EJ1130409
Record Type: Journal
Publication Date: 2017
Pages: 13
Abstractor: As Provided
ISSN: EISSN-1837-6290
"Where to Next?" Examining Feedback Received by Teacher Education Students
Ellis, Neville John; Loughland, Tony
Issues in Educational Research, v27 n1 p51-63 2017
Professional experience is a critical aspect of teacher education. Therefore, the feedback given to teacher education students during this time is critical for their professional learning. However, the strong support in research and practice for formative assessment in the classroom has not always translated to feedback given on professional experience to teacher education students. The particular formative assessment strategy that was the focus of this study is Hattie and Timperley's (2007) feed up ("Where am I going?"), feed back ("How am I going?") and feed forward ("Where to next?"). This study explored the feedback teacher education students reported that they received from their various supervisors during professional experience in relation to these three questions. Their perceptions were gathered through interviews and focus groups in a developmental, iterative research design. The results of the study are that feedback from supervising teachers focused more on the "How am I going?" question than the other two feedback foci. The implications of these findings for both tertiary supervisors and supervisors in schools are that the outcomes of professional experience need to be more explicit ("Where am I going?") and supervisors need to be trained in giving constructive "Where to next?" comments so that teacher education students can reach these outcomes.
Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A