Is All Feedback Created Equal? A Content Analysis of Feedback of Teacher Candidates During Field Experiences

• In Event: Roundtable Session 1
  In Roundtable Session: Evaluating Teacher Candidates From Admissions Through Student Teaching

Abstract

Teacher candidates who receive quality support and guidance during internship are more likely to be more confident, effective, and to remain in the field longer. The purpose of this study is to conduct a content analysis of actual supervisor feedback given to pre-service teachers and to explore how the quality varies by the experience of the supervisor and whether that supervisor is observing within their field of expertise. Results showed that university supervisors’ feedback about candidates’ strengths tended to be more elaborate than about their weaknesses. Also, the supervisors with more experience offered higher quality and more elaborate feedback regardless if they were observing in their field of expertise or not.

Authors

• Karina R. Clemmons, University of Arkansas at Little Rock

• Amanda L. Nolen, University of Arkansas at Little Rock