DEVELOPING PRE-SERVICE TEACHING SKILLS WITHIN INTERNSHIP PRACTICES THROUGH HOLISTIC FEEDBACK

Yıl 2021, Cilt: 5 Sayı: 8, 13 - 31, 31.12.2021

Ahmet Bozak

Öz

Considering feedback as a crucial professional development strategy through which teacher candidates acquire new perspectives regarding the teaching profession, the current study aims to develop a holistic feedback framework for pre-service teachers and to test its applicability, and also examine the effects of different feedback forms in internships. This phenomenological study argues that the use of feedback from multiple sources, such as peer discussion, comments from the mentors and visual hints from video recordings, is likely to lead to more effective self-reflection and professional development for pre-service teachers. The relevant qualitative data was collected via individual interviews, peer feedback, and video based self-interview forms. The participants also narrated their feeling, ideas and their personal experiences related to self, peer and digital video based feedback. The results revealed that the participants gained professional development by noticing their own positive aspects as well as deficiencies from the eyes of others; both the constructive and critical holistic feedback made the participants became aware of the preliminary teaching skills and competencies related to instructional management within a real class via holistic feedback. Being one of the few studies on holistic feedback towards teacher education, the study argues that the use of feedback from multiple sources has the potential to improve the self-reflective and critical thinking skills of pre-service teachers, as well as to prepare them for the real teaching environment at school.

Anahtar Kelimeler

Holistic feedback, Peers, Mentors, Teacher Candidates, Self-reflection

Destekleyen Kurum

Yok

Proje Numarası

Yok

Teşekkür

Yok

Kaynakça

• Adams, C., & Khojasteh, J. (2018). Igniting students’ inner determination: The role of a need-supportive climate. Journal of Educational Administration, 56(4), 382-397.
• Amobi, F. A. (2005). Preservice teachers' reflectivity on the sequence and consequences of teaching actions in a microteaching experience. Teacher Education Quarterly, 32(1), 115-130.
• Anderson, N. A., & Radencich, M. C. (2001). The value of feedback in an early field experience: Peer, teacher, and supervisor coaching. Action in Teacher Education 23(3), 66-74.
• Bassett, J., Gallagher, E., & Price, L. (2014). Personal tutors’ responses to a structured system of personal development planning: A focus on ‘feedback’. Journal for Education in the Built Environment, 9(1), 20-34.
• Chaffin, C., & Manfredo, J. (2010). Perceptions of preservice teachers regarding feedback and guided reflection in an instrumental early field experience. Journal of Music Teacher Education, 19(2), 57-72.
• Colletti, L. M. (2000). Difficulty with negative feedback: face-to-face evaluation of junior medical student clinical performance results in grade inflation. Journal of Surgical Research, 90(1), 82-87.
• Daymon, C. and Holloway, I. (2010), Qualitative Research Methods in Public Relations and Marketing Communications. London: Routledge.
• Dressler, R., Chu, M. W., Crossman, K., & Hilman, B. (2019). Quantity and quality of uptake: Examining surface and meaning-level feedback provided by peers and an instructor in a graduate research course. Assessing Writing, 39, 14-24.
• Eraslan, A. (2009). İlköğretim matematik öğretmen adaylarının" öğretmenlik uygulaması" üzerine görüşleri. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 3(1), 207-221.
• Foertsch, J., Moses, G., Strikwerda, J., & Litzkow, M. (2002). Reversing the lecture/homework paradigm using eTEACH® web‐based streaming video software. Journal of Engineering Education, 91(3), 267-274.
• Goodley, C. (2018). Reflecting on being an effective teacher in an age of measurement. Reflective Practice, 19(2), 167-178.
• Hall, E., Chai, W., & Albrecht, J. A. (2016). A qualitative phenomenological exploration of teachers' experience with nutrition education. American Journal of Health Education, 47(3), 136-148.
• Hepplestone, S., Holden, G., Irwin, B., Parkin, H. J., & Thorpe, L. (2011). Using technology to encourage student engagement with feedback: a literature review. Research in Learning Technology, 19(2), 117-127.
• Hill, D. (2007). Critical teacher education, new labour, and the global project of neoliberal capital. Policy Futures in Education, 5(2), 204-225.
• Hunukumbure, A. D., Smith, S. F., & Das, S. (2017). Holistic feedback approach with video and peer discussion under teacher supervision. BMC Medical Education, 17(1), 1-10.
• Israel, M., Knowlton, E., Griswold, D., & Rowland, A. (2009). Applications of video-conferencing technology in special education teacher preparation. Journal of Special Education Technology, 24(1), 15-25.
• Kleinknecht, M., & Schneider, J. (2013). What do teachers think and feel when analyzing videos of themselves and other teachers teaching?. Teaching and teacher education, 33, 13-23.
• Lemley, D. C. (2005). Delayed versus immediate feedback in an independent study high school setting. Unpublished doctoral dissertation, Brigham Young University, Provo, Utah.
• Lincoln, Y. S., & Guba, E. G. (1986). But is it rigorous? Trustworthiness and authenticity in naturalistic evaluation. New Directions for Program Evaluation, 1986(30), 73-84.
• Liu, N. F., & Carless, D. (2006). Peer feedback: the learning element of peer assessment. Teaching in Higher education, 11(3), 279-290.
• Lynch, R., McNamara, P. M., & Seery, N. (2012). Promoting deep learning in a teacher education programme through self-and peer-assessment and feedback. European Journal of Teacher Education, 35(2), 179-197.
• Schelfhout, W., Dochy, F., Janssens, S., Struyven, K., Gielen, S., & Sierens, E. (2006). Educating for learning-focused teaching in teacher training: The need to link learning content with practice experiences within an inductive approach. Teaching and Teacher Education, 22(7), 874-897.
• Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63-75.
• Showers, B., & Joyce, B. (1996). The evolution of peer coaching. Educational Leadership, 53(6), 12-16.
• Sluijsmans, D. M., Brand-Gruwel, S., & van Merriënboer, J. J. (2002). Peer assessment training in teacher education: Effects on performance and perceptions. Assessment & Evaluation in Higher Education, 27(5), 443-454.
• Thomas, J. D., & Arnold, R. M. (2011). Giving feedback. Journal of Palliative Medicine, 14(2), 233-239.
• Thomas, S., & Packer, D. S. (2013). A reflective teaching road map for pre-service and novice early childhood educators. International Journal of Early Childhood Special Education, 5(1), 1-14.
• Tigchelaar, A., & Korthagen, F. (2004). Deepening the exchange of student teaching experiences: implications for the pedagogy of teacher education of recent insights into teacher behaviour. Teaching and teacher Education, 20(7), 665-679.
• Trent, J. (2013). From campus to classroom: A critical perspective on approximations of practice in teacher education. Research Papers in Education, 28(5), 571-594.
• Weber, K. E., Gold, B., Prilop, C. N., & Kleinknecht, M. (2018). Promoting pre-service teachers' professional vision of classroom management during practical school training: Effects of a structured online-and video-based self-reflection and feedback intervention. Teaching and Teacher Education, 76, 39-49.