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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
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
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  Data: The Nature of Feedback Given to Elementary Student Teachers from University Supervisors after Observations of Mathematics Lessons
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  Data: <searchLink fieldCode="AR" term="%22Schwartz%2C+Catherine%22">Schwartz, Catherine</searchLink><br /><searchLink fieldCode="AR" term="%22Walkowiak%2C+Temple+A%2E%22">Walkowiak, Temple A.</searchLink><br /><searchLink fieldCode="AR" term="%22Poling%2C+Lisa%22">Poling, Lisa</searchLink><br /><searchLink fieldCode="AR" term="%22Richardson%2C+Kerri%22">Richardson, Kerri</searchLink><br /><searchLink fieldCode="AR" term="%22Polly%2C+Drew%22">Polly, Drew</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Mathematics+Teacher+Education+and+Development%22"><i>Mathematics Teacher Education and Development</i></searchLink>. 2018 20(1):62-85.
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  Data: 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/
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  Data: 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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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 62
    Subjects:
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Elementary School Mathematics
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Student Teaching
        Type: general
      – SubjectFull: Student Teacher Supervisors
        Type: general
      – SubjectFull: Student Teacher Attitudes
        Type: general
      – SubjectFull: Lesson Observation Criteria
        Type: general
      – SubjectFull: Field Experience Programs
        Type: general
      – SubjectFull: Teaching Experience
        Type: general
      – SubjectFull: Incidence
        Type: general
      – SubjectFull: Intermode Differences
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Learning Activities
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      – SubjectFull: Content Analysis
        Type: general
    Titles:
      – TitleFull: The Nature of Feedback Given to Elementary Student Teachers from University Supervisors after Observations of Mathematics Lessons
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            NameFull: Poling, Lisa
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