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ERIC Number: EJ816332
Record Type: Journal
Publication Date: 2007-Dec
Pages: 13
Abstractor: As Provided
Reference Count: 17
ISBN: N/A
ISSN: ISSN-1047-6210
Investigating Effective Feedback Practices for Pre-Service Teacher Education Students on Practicum
White, Stephanie
Teaching Education, v18 n4 p299-311 Dec 2007
This investigation asked a small group of student teachers participating in their first pre-service teaching practice in New Zealand to state what they understood by the term feedback, how they expected to be given feedback, what they hoped to gain from the feedback they received, and what they found useful, particularly in relation to influencing their professional teaching practice. The students completed the same questionnaire on four different occasions during their first block of professional teaching practice: after the observing lecturer visit; at a mid-placement meeting with their lecturer; at a one-to-one debriefing session with their lecturer; and after the marking of an assignment related to their professional teaching practice. The findings suggest that specific, spoken feedback was the most consistently given and useful mode of feedback. The students received a wider variety and range of feedback than they had expected and indicated that it had more than met their expectations and given them clear focus and direction for their future professional teaching practice. (Contains 1 table and 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand