Nature of Feedback Among Teachers Observing Classrooms Lessons as Part of a Collaborative Professional Development

• In Event: Moscone Center West Roundtable Session 2
  In Roundtable Session: Characteristics of Teacher Feedback in Three Settings

Abstract

The objective of this study was to analyze the nature of feedback given among teachers participating in instructional rounds. Middle school mathematics teachers worked in groups to visit each other’s classrooms and debrief about each lesson. This paper characterizes the written and oral feedback given by teachers to their colleagues and compares their feedback to feedback noted by mathematics teacher educators for videos of the same lessons. The results indicate that teachers’ feedback was largely descriptive and focused on instructional, rather than mathematical, elements of the lesson. Implications and avenues for further research are discussed.

Authors

• Mika Munakata, Montclair State University

• Erin Elizabeth Krupa, North Carolina State University