Examining the Association of Teacher Feedback on Knowledge Over Professional Development on Math Instruction in Four Selected Countries

• In Event: Roundtable Session 55
  In Roundtable Session: Multinational Studies of Professional Development

Abstract

Recent research makes clear that professional learning experience and teacher evaluation and feedback system significantly improve teachers’ instructional practices and student learning. The purpose of this study is to examine the role of teacher feedback concerning teacher knowledge in supporting instructional change with other factors such as professional development and collaboration. Data came from responses of lower secondary school mathematics teacher samples to the Teaching and Learning International Survey (TALIS) 2013. We found that teacher feedback on teacher subject knowledge was positively associated with teaching practices in four countries including Japan, Korea, Singapore, and the United States. However, the factors mediating positive associations between teacher feedbacks and teaching practices vary in the four countries.

Authors

• Seong Won Han, University at Buffalo - SUNY

• Ji-Won Son, University at Buffalo - SUNY

• Chungseo Kang, University at Buffalo - SUNY