ERIC Number: EJ694123
Record Type: Journal
Publication Date: 2004
Providing Performance Feedback to Teachers: A Review
Scheeler, Mary Catherine; Ruhl, Kathy L.; McAfee, James K.
Teacher Education and Special Education, v27 n4 p396-407 Fall 2004
Teacher preparation programs are under scrutiny for their role in the troubled American educational system. Thus, teacher educators must encourage teachers to use effective teaching practices. One technique for increasing use of effective practices is providing feedback to teachers on both newly acquired and ingrained teaching behaviors. To determine attributes of effective performance feedback, a systematic search for empirical literature was completed. Analysis of the ten identified studies indicates attributes of feedback that have been studied fall into categories of (a) nature of feedback, (b) temporal dimensions of feedback, and (c) who gives feedback. Through this review, attributes of feedback were classified as either promising or effective practice in changing specific teaching behaviors. Only immediate feedback was identified as an effective attribute. Promising practices for feedback to teachers included feedback that was specific, positive, and/or corrective. These findings, recommendations and directions for additional research in feedback and teacher preparation are discussed.
Descriptors: Teaching Methods, Teacher Educators, Teacher Effectiveness, Feedback, Instructional Effectiveness, Preservice Teacher Education
Allen Press, Inc., 810 E. 10th St., Lawrence, KS 66044. Tel: 800-627-0629 (Toll Free).
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
IES Cited: ED561139