"Positioned to Make a Difference": Examining Reflective Coaching and Feedback in Teacher Preparation Programs

• In Event: 79.051 - MTCC Roundtable Session 37
  In Roundtable Session: 79.051-4 - New Approaches to Teacher Education in the Caribbean

Abstract

The research uses case studies (Mills, Durepos, & Wiebe, 2010) as well as an ethnographic approach to shadow a graduate school teacher educator who teaches a science methods course in a small teachers college in the Eastern Caribbean. The paper explores strategies that help to facilitate teacher candidates’ reflection during field experiences. We examine the role of teacher educators in supporting teacher candidates’ development through feedback. The study asserts that field supervisors are positioned to support and scaffold teacher candidates’ professional development through reflective coaching, mentoring, and feedback.

Authors

• Tabora A. Johnson, Medger Evers College - CUNY

• Salika A. Lawrence, City University of New York-Medgar Evers College

• Zoland Smith, Medgar Evers College, CUNY

• Keshia James, Medgar Evers College, CUNY

• Keturah Brooks, Medgar Evers College, CUNY

• Sherene Hodgson, Medgar Evers College, CUNY

• Woody-Aaron Duton, Medgar Evers College, CUNY

• Joanna Adams, Medgar Evers College, CUNY