A Pilot Study of Phase-Specific Feedback Loops and Interventions in an Elementary Teacher Program

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division K - Section 05: Pre-Service Teacher Coursework and Clinical Practice Virtual Poster Session

Abstract

This mixed-methods study examines how phase-specific feedback can strengthen coherence in teacher preparation. Survey data from 122 Elementary Education majors at a public university revealed sharp variation in satisfaction, placement alignment, and stress across program blocks. Faculty accessibility and field placement quality significantly predicted perceived readiness. Using these insights, the research team developed a qualitative protocol and is piloting targeted interventions. Grounded in continuous improvement and sociocultural learning theory, this study offers a replicable model for using disaggregated candidate feedback to inform program design, enhance well-being, and support more equitable, responsive pathways into the teaching profession.

Authors

• Brittany M. Adams, University of Alabama

• Cortney Dilgard, University of Alabama

• Amanda Cramer, University of Alabama

• Jennifer Pate, University of Alabama