What Sticks? Incorporating Concurrent and Retrospective Coaching Feedback in Learning to Teach English Learners

• In Event: Different Dimensions of Being a Newly Hired Teacher

Abstract

The current study investigates how the pre-service teachers, who were in the process of earning 10 micro-credentials representing an instructional micro-skill differentiated by English proficiency level, incorporated practice or coaching session feedback. We particularly looked into teacher candidates’ progress in using and adjusting language to engage two English learners (Edith and Edgar) in a simulated classroom interaction about land formations as the candidates received retrospective and concurrent feedback from the teacher educators. Preliminary results from the analysis of seven candidates’ video performance data show that concurrent feedback received during the coaching session translated into actual practice during the badging session. The nature of feedback that actually led to behavioral change had the qualifying characteristics of being precise, short, and immediate.

Authors

• Joyce Watson Nutta, University of Central Florida

• Florin Marius Mihai, University of Central Florida

• Sultan Turkan, Queen's University, Belfast