Communicating feedback in teaching practice supervision in a learning-oriented field experience assessment framework

Understanding feedback: A learning theory perspective

“…From social cultural theory, Brinko (1993) focused on faculty staff, Tang and Chow (2007) on student teachers, Espasa and Meneses (2010) on adult learners, and Ackan and Tatar (2010) interviewed student teachers, their co-teachers, and their mentors (i.e., teacher educators). Ackan and Tatar (2010) did not focus on feedback processes, Tang and Chow (2007) revealed different types of feedback, and Brinko (1993) provided several recommendations on feedback processes. However, none of the authors empirically tested this.…”

Prospective Teachers’ and Teachers’ Professional Development through the Collaborative Mentoring Kaleidoscope

“…A practitioner centred reflective collaborative mentoring model serving as a catalyst for transforming hierarchical systems and forming a new culture of learning was proposed by Mullen (2000). A tripartite (among mentee and university and school mentor) and dyadic (between mentee and university/school mentor) relationship can take place during mentoring (Tang & Chow, 2007). Triadic supervision as a culture of collaboration gained momentum to endorse change in supervising interns (Rodgers & Keil, 2007) and fostered shared understanding, trust and respect for the work done (Tsui, Lopez-Real, Law, Tang, & Shum, 2001).…”

“…Collaborative mentoring process was also realized in the form of pre-conferences, observation, and post-conferences between the mentee and school/university mentor to improve mentee's development and the quality of ITEP (Shieveley & Poetter, 2002). While collaboration through post-observations provide a means of professional collaboration for both school mentors and mentees (Chalies, Ria, Bertone, Trohel, & Durand, 2004), communicating feedback through professional dialogues during post-observation conferences foster self-regulated learning and professional growth (Tang & Chow, 2007).…”

“…Numerous studies revealed the following issues in collaborative mentoring: mentors' and mentees' views on mentoring processes (Ekiz, 2006); the significance of the roles of mentors for the realization of the collaboration (Scheetz, Waters, Smeaton, & Lare, 2005) as critical friends, personal guides, counsellors (Fletcher, 1998) and valuing different perspectives and range of skills mentees brought to class (Simpson, Hastings, & Hill, 2007); the importance of engagement in continual reflection with the mentor (Smith, 1998), communicating feedback in post-observation conferences (Tang & Chow, 2007), exposing mentees to ample teaching opportunities (Şimşek, Alkan, & Erdem, 2013), guidance and monitoring mentees' growth (Maskan & Efe, 2011), time allocated for conferences (Kent, 2001), and the seminar given to mentors (Güzel, Cerit Beber, & Oral, 2010); the benefits mentors received from mentoring: learning from mentees through self-reflection and collaboration (Lopez-Real & Kwan, 2005) and the benefits mentees gained in instructional knowledge and efficacy (Chalies et al, 2004;Chiang, 2008;Lee & Feng, 2007) through post-observation conferences (Tang & Chow, 2007); the tensions mentors experienced due to unmanageable workloads and time constraint (Simpson et al, 2007); the challenges mentees encountered related to pedagogical content knowledge, social psychological factors and practical experiences (Taşdere, 2014) and insufficient mentors' observations and their superficial feedback on mentees' performance (Paker, 2008); mentees' perceptions of own inefficiencies in managing class and using mother tongue while teaching (Özkılıç, Bilgin, & Kartal, 2008), and their concerns and stress (Çelik, 2008) in a triadic supervision model within a professional development school setting (Rodgers & Keil, 2007); and the causes of stress for all stakeholders taking part in practicum (Coşkun, 2013).…”

Scaffolding the Learning-to-Teach Process: A Study in an EFL Teacher Education Programme in Argentina

“…Teaching practice offers a multiplicity of opportunities to work with others; however, most of the research carried out has tended to focus on post-observation conferences and the feedback that the student-teachers are given after teaching a lesson (Brandt, 2008;Copland, 2010;Tang & Chow, 2007). Much less is known about other instructional practices such as tutoring sessions which involve dialogue and collaborative inquiry.…”