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Supporting Teacher Candidates' Sense-Making of Field Instructors' Feedback through Co-Constructed Goal Setting

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Bibliographic Details
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
FullText Text:
  Availability: 0
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  Data: Supporting Teacher Candidates' Sense-Making of Field Instructors' Feedback through Co-Constructed Goal Setting
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Teaching+and+Learning%22"><i>Journal of Teaching and Learning</i></searchLink>. Fall 2018 12(1):39-50.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Formative+Evaluation%22">Formative Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Determination%22">Self Determination</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teaching%22">Student Teaching</searchLink>
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  Data: 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.
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  Data: 2021
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  Data: EJ1313719
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      – Text: English
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      Pagination:
        PageCount: 12
        StartPage: 39
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Goal Orientation
        Type: general
      – SubjectFull: Feedback (Response)
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      – SubjectFull: Formative Evaluation
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      – SubjectFull: Self Determination
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      – SubjectFull: Student Teaching
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      – TitleFull: Supporting Teacher Candidates' Sense-Making of Field Instructors' Feedback through Co-Constructed Goal Setting
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            NameFull: Lilly, Deirdre
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              Y: 2018
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