Improving University Supervisor Feedback: Exploring the What and Why of Feedback Provided to Teacher Candidates

• In Event: Sheraton Roundtable Session 8
  In Roundtable Session: Role and Development of Supervisors

Abstract

In this study, we examine the content (i.e., pedagogical skill) and purpose (i.e., praise or suggestion for growth) of university supervisor written feedback. The seven-month project investigated the written feedback provided by supervisors (n=8) to teacher candidates in elementary and secondary teacher preparation programs. Findings reveal that the distribution of feedback was skewed in content of feedback and in praise versus growth. Interview data from four focal supervisors revealed several factors that influenced the content of feedback, including the teaching context of the candidate, the candidate’s individual learning needs, and the university supervisor’s content knowledge and beliefs about teaching. These findings have implications for the evaluation of teacher candidates and professional development provided to university supervisors.

Authors

• Tanya Flushman, Vanderbilt University

• Megan Elizabeth Guise, California Polytechnic State University, San Luis Obispo

• Sarah Hegg