Feedback Practices in the Practicum: Perspectives of the "Triad" in the Context of English Language Teacher Education in Chile

• In Event: Sheraton Roundtable Session 24
  In Roundtable Session: Interactive Roles of University Supervisors and Mentors With Preservice Teachers

Abstract

International studies have converged, identifying that pre-service teachers, school teachers and university supervisors form a critical pedagogical triad in the support of the practicum experience. The study investigated how each member made sense of their distinctive roles within this triad, with a particular emphasis on feedback practices. Data were collected through surveys, interviews and work shadowing from participants across Chile. The results reaffirm that all members of the triad consider feedback as an essential part of the practicum. However, for each member feedback practices can take different forms—a tutoring opportunity, pedagogical tool for professional development or a space for emotional support. However, findings reveal that there were limited opportunities for meaningful collaborative exchanges among the members of the triad.

Author

• Malba Barahona, Pontificia Universidad Catolica de Valparaiso