NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1198963
Record Type: Journal
Publication Date: 2019
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0261-9768
The Supportive Character of Teacher Education Triadic Conferences: Detailing the Formative Feedback Conveyed
Jons, Lotta
European Journal of Teacher Education, v42 n1 p116-130 2019
This study explored feedback conveyed in nine triadic conferences in teacher education practicum. The supportive character of formative feedback was explored in detail by employing a framework that combines two conceptualisations of feedback.The study depicted feedback directed backwards, upwards or forward and focusing performance, strategies, self-regulation or personal characteristics inside a framework of self-regulated learning. Findings show the teacher student to be more active in feed up, feed back and feed forward than previous studies have shown. Furthermore the conversations were found to be characterised by joint problem-solving in which all three parties focused on the student's professional teacher-becoming. In conclusion, the findings indicate a feedback practice characterised by 'sustainable' feedback that scaffolds students' self-assessing competence while fostering student self-reflexivity and self-regulation.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden