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ERIC Number: EJ1173410
Record Type: Journal
Publication Date: 2018
Pages: 24
Abstractor: As Provided
ISSN: ISSN-1442-3901
The Nature of Feedback Given to Elementary Student Teachers from University Supervisors after Observations of Mathematics Lessons
Schwartz, Catherine; Walkowiak, Temple A.; Poling, Lisa; Richardson, Kerri; Polly, Drew
Mathematics Teacher Education and Development, v20 n1 p62-85 2018
This research explores the frequency and nature of mathematics-specific feedback given to elementary student teachers by university supervisors across a collection of post-lesson observation forms. Approximately one-third of the forms (n = 250) analysed from five large universities had no comments related to mathematics. Forms that did have mathematics-specific feedback varied in terms of the number of summary, strength, and suggestion (i.e., type) comments and in the pedagogical focus (e.g., tasks, discourse) of those comments. Chi-square tests of independence indicated the frequency of forms with mathematics-specific feedback differed significantly by university. Results of additional Chi-square tests showed significant interactions between the type of comments and university and between the pedagogical foci of the comments and comment type. Contributing factors and implications, including connectedness of the university supervisors to the programs, professional development provided to university supervisors, and the organisation of the forms, are discussed.
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A