The Nature of Feedback Given to Elementary Student Teachers from University Supervisors after Observations of Mathematics Lessons
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| Title: | The Nature of Feedback Given to Elementary Student Teachers from University Supervisors after Observations of Mathematics Lessons |
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| Language: | English |
| Authors: | Schwartz, Catherine, Walkowiak, Temple A., Poling, Lisa, Richardson, Kerri, Polly, Drew |
| Source: | Mathematics Teacher Education and Development. 2018 20(1):62-85. |
| Availability: | 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: mted@merga.net.au; Web site: http://www.merga.net.au/ |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Feedback (Response), Elementary School Mathematics, Preservice Teacher Education, Preservice Teachers, Student Teaching, Student Teacher Supervisors, Student Teacher Attitudes, Lesson Observation Criteria, Field Experience Programs, Teaching Experience, Incidence, Intermode Differences, Teaching Methods, Learning Activities, Content Analysis |
| ISSN: | 1442-3901 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Number of References: | 59 |
| Entry Date: | 2018 |
| Accession Number: | EJ1173410 |
| Database: | ERIC |
| Abstract: | 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. |
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| ISSN: | 1442-3901 |
