Teacher Educators' Use of Formative Feedback During Preservice Teachers' Simulated Teaching Experiences in Mathematics and Science.
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| Title: | Teacher Educators' Use of Formative Feedback During Preservice Teachers' Simulated Teaching Experiences in Mathematics and Science. |
|---|---|
| Authors: | Mikeska, Jamie N.1 (AUTHOR) jmikeska@ets.org, Howell, Heather1 (AUTHOR), Kinsey, Devon1 (AUTHOR) |
| Source: | International Journal of Science & Mathematics Education. Sep2025, Vol. 23 Issue 6, p1917-1945. 29p. |
| Subject Terms: | *Teacher educators, *Formative evaluation, *Qualitative research, *Simulation methods in education, *Mathematics education, *Student teachers, *Teaching methods, *Science education |
| Abstract: | The purpose of this research study was to identify how teacher educators (TEs) attend to and use formative feedback as they work to support preservice teachers' (PSTs') learning. The formative feedback was provided to the TEs as part of recurring instructional cycles within their elementary mathematics or science methods course. In these instructional cycles, their PSTs prepared for, engaged in, and reflected on their ability to facilitate argumentation-focused discussions in a simulated classroom. After each cycle, the TEs received formative information about their PSTs' discussion performance in the form of a feedback report and a scoring report. The study used qualitative content analysis to analyze and interpret key themes from TEs' interview data to determine how they used this formative information. Findings suggest the TEs used the formative information provided in the feedback and scoring reports: (a) to gauge their PSTs' instructional capabilities, (b) to reflect on and make changes to their practice, (c) to evaluate their PSTs' understanding and interpretation of the feedback reports, and (d) to attend to specific features of their PSTs' practice. Study results highlight the usefulness of providing TEs with formative information about their PSTs' ability to engage in specific aspects of a core teaching practice, especially to support identification of areas for improvement and inform future instruction. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 189056054 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Teacher Educators' Use of Formative Feedback During Preservice Teachers' Simulated Teaching Experiences in Mathematics and Science. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Mikeska%2C+Jamie+N%2E%22">Mikeska, Jamie N.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> jmikeska@ets.org</i><br /><searchLink fieldCode="AR" term="%22Howell%2C+Heather%22">Howell, Heather</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kinsey%2C+Devon%22">Kinsey, Devon</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Science+%26+Mathematics+Education%22">International Journal of Science & Mathematics Education</searchLink>. Sep2025, Vol. 23 Issue 6, p1917-1945. 29p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+educators%22">Teacher educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Formative+evaluation%22">Formative evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Simulation+methods+in+education%22">Simulation methods in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The purpose of this research study was to identify how teacher educators (TEs) attend to and use formative feedback as they work to support preservice teachers' (PSTs') learning. The formative feedback was provided to the TEs as part of recurring instructional cycles within their elementary mathematics or science methods course. In these instructional cycles, their PSTs prepared for, engaged in, and reflected on their ability to facilitate argumentation-focused discussions in a simulated classroom. After each cycle, the TEs received formative information about their PSTs' discussion performance in the form of a feedback report and a scoring report. The study used qualitative content analysis to analyze and interpret key themes from TEs' interview data to determine how they used this formative information. Findings suggest the TEs used the formative information provided in the feedback and scoring reports: (a) to gauge their PSTs' instructional capabilities, (b) to reflect on and make changes to their practice, (c) to evaluate their PSTs' understanding and interpretation of the feedback reports, and (d) to attend to specific features of their PSTs' practice. Study results highlight the usefulness of providing TEs with formative information about their PSTs' ability to engage in specific aspects of a core teaching practice, especially to support identification of areas for improvement and inform future instruction. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=189056054 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10763-024-10489-9 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 29 StartPage: 1917 Subjects: – SubjectFull: Teacher educators Type: general – SubjectFull: Formative evaluation Type: general – SubjectFull: Qualitative research Type: general – SubjectFull: Simulation methods in education Type: general – SubjectFull: Mathematics education Type: general – SubjectFull: Student teachers Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Science education Type: general Titles: – TitleFull: Teacher Educators' Use of Formative Feedback During Preservice Teachers' Simulated Teaching Experiences in Mathematics and Science. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Mikeska, Jamie N. – PersonEntity: Name: NameFull: Howell, Heather – PersonEntity: Name: NameFull: Kinsey, Devon IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 15710068 Numbering: – Type: volume Value: 23 – Type: issue Value: 6 Titles: – TitleFull: International Journal of Science & Mathematics Education Type: main |
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