Supporting Teacher Candidates' Sense-Making of Field Instructors Feedback Through Co-constructed Goal-Setting
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 pre...
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| Main Authors: | , , |
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| Format: | Book |
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University of Windsor,
2018-11-01T00:00:00Z.
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| Online Access: | Connect to this object online. |
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| Summary: | 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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| Item Description: | 10.22329/jtl.v12i1.5075 1911-8279 |