When Pupils Evaluate Student Teachers: Does Anonymous Evaluation by Pupils Provide Useful Information?

• In Event: 34.080 - Poster Session 7
  In Poster Session: 34.080-1 - Division K Section 5 Poster Session 1

Abstract

Teaching-practice periods are intended to prepare student teachers for their professional lives as teachers; with this in mind, we have developed a tool for gathering feedback from the pupils of student teachers. The intention was to provide student teachers with feedback that could then contribute to their professional development. This study presents findings on the degree to which student teachers actually perceive the evaluation process as being useful. By using structural equation modeling, we also explore associations between the variables that characterize the student teachers and their perceived usefulness of the evaluation process. The findings suggest that both “self-efficacy” and “stress” are positively associated with the usefulness of student feedback, while “achievement goal motivation” is negatively associated with perceived usefulness.

Authors

• Harald Eriksen, University of Oslo

• Eli Lejonberg, University of Oslo

• Eyvind Elstad, University of Oslo

• Knut-Andreas Christophersen