Feedback as a Driver for Change in Early-Stage Teacher Candidates’ Planning and Teaching

• In Event: AERA Roundtable Session Saturday 1:30 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Building Connections: Feedback, Rhetorical Strategies, and Civic Engagement in Teacher Education (Table 10)

Abstract

This case study describes early successes one lesson study team of methods professors at a midwestern university had with improving both early-stage teacher candidates’ feedback skills and lesson planning and teaching over the course of a semester. While the literature shows that the feedback element of lesson study is critical to learning for all (Weaver & Matney, 2023), there is little research that describes growth over time in student’s abilities to give and receive feedback among early-stage (freshmen and sophomore) teacher candidates. Through analysis of 17 teacher candidates’ self-reports on their feedback journey as well as evolution of teacher candidate products, researchers determined that teacher candidates' feedback abilities and planning abilities developed side-by-side, and that both showed growth over time.

Author

• Nancy C. Patterson, Bowling Green State University