Supporting Teacher Candidates' Sense-Making of Field Instructors' Feedback through Co-Constructed Goal Setting
Saved in:
| Title: | Supporting Teacher Candidates' Sense-Making of Field Instructors' Feedback through Co-Constructed Goal Setting |
|---|---|
| Language: | English |
| Authors: | Soslau, Elizabeth, Goettel, Vicki, Lilly, Deirdre |
| Source: | Journal of Teaching and Learning. Fall 2018 12(1):39-50. |
| Availability: | Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Preservice Teacher Education, Student Attitudes, Goal Orientation, Feedback (Response), Formative Evaluation, Self Determination, Student Teaching |
| ISSN: | 1492-1154 |
| Abstract: | The purpose of this study was to discern if teacher candidates and their university-based field instructors' engagement in co-constructed goal-setting activities would better support teacher candidates' understanding of feedback delivered during post-lesson observation conferences. Data from preliminary and retrospective surveys were compared within and across treatment and control groups. Findings showed that teacher candidates (n = 9) who participated in co-constructed goal-setting activities grew more comfortable discussing their teaching and took on a greater responsibility in guiding the post-observation conferencing discourse and higher rates than control-group participants (n = 9). However, the co-constructed goal-setting protocol did not support a greater understanding of feedback. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1313719 |
| Database: | ERIC |
| Abstract: | The purpose of this study was to discern if teacher candidates and their university-based field instructors' engagement in co-constructed goal-setting activities would better support teacher candidates' understanding of feedback delivered during post-lesson observation conferences. Data from preliminary and retrospective surveys were compared within and across treatment and control groups. Findings showed that teacher candidates (n = 9) who participated in co-constructed goal-setting activities grew more comfortable discussing their teaching and took on a greater responsibility in guiding the post-observation conferencing discourse and higher rates than control-group participants (n = 9). However, the co-constructed goal-setting protocol did not support a greater understanding of feedback. |
|---|---|
| ISSN: | 1492-1154 |
