"An Amazing Job of Avoiding Praise": Early Childhood Preservice Teachers Learn About Effective Feedback

• In Event: AERA Poster Session 13
  In Poster Session: Supporting Young Children's Learning and Development

Abstract

Adults’ language has important implications for young children’s behavior and approaches to learning. Praise is not a straightforward issue in early education, and scarce research has investigated preservice teachers’ conceptions of praise. This mixed methods study examined PSTs’ beliefs about praise and how they changed during a semester course. Quantitative ratings of feedback and qualitative responses to scenarios were integrated to gain deeper understanding of PSTs’ beliefs and to document changes over the semester. Findings show PSTs decreased their ratings and use of generic and trait feedback, and increased their ratings and use effort and process feedback. Their open-ended responses were multifaceted, and progressed toward more specific and supportive responses. Findings can be used to inform instruction on these topics.

Author

• Laura E. Kelley, Slippery Rock University of Pennsylvania