Evaluating the Impact of Two Dialogical Feedback Methods for Improving Pre-Service Teacher's Perceived Confidence and Competence to Teach Physical Education Within Authentic Learning Environments

Abstract

This novel study investigates the effectiveness of two dialogical feedback methods, peer dialogue assessment and dialogical feedback provided by an academic, when they are used as assessment as learning tools in undergraduate physical education courses. Education students from the University of Newcastle, Australia (n=288), participated in this investigation and completed eight weeks of face-to-face on-campus physical education studies followed by a 3 or 4 week in-school teaching program (~1.5 hrs/week). Students engaged in either peer dialogue assessment or dialogue provided by an academic at the completion of each concurrent teaching session with their respective peer group or academic. Both feedback groups exhibited equivalent and significant improvements in teaching self-efficacy, teaching competence and teaching confidence. This study provides support for embedding formative assessment tasks in an authentic teaching environment in undergraduate physical education courses, and using dialogical feedback (peer or academic) to facilitate reflection and furthering learning in this context.

Evaluating the impact of a coach development intervention for improving coaching practices and player outcomes in netball: The MASTER coaching randomized control trial

“…This collaborative approach involves coaches in the feedback process to maximise learning and development 41,65. It also extends current practices in educational contexts such as: professional learning communities research,66 instructional ‘rounds’,34 and peer-dialogue in higher educational settings 65,67. Following the coach assessment and reflection session, coaches continued implementing MASTER strategies in their normal training sessions and were required to undertake two peer observations of a colleague (using the MASTER observation checklist).…”

“…Following the coach assessment and reflection session, coaches continued implementing MASTER strategies in their normal training sessions and were required to undertake two peer observations of a colleague (using the MASTER observation checklist). Feedback and professional dialogue between the coach and the peer observer followed the peer observation sessions as this has shown to be an effective and well-received learning strategy for use in the context of delivering sport and physical education sessions 41,65,67. To facilitate open discussion, coach peer-evaluation discussions were not recorded or analysed in this study; however, this may be a useful process to show potential growth or development over the intervention phase in future studies.…”

“…ALT was determined as the percentage of participants actively engaged within each activity as a function of the time allocated for the activity (e.g., 2/14 x 20mins = two players active out of 14 at any point for the 20 minute activity = 0.14 x 20 = 2.8 minutes ALT). The sum of ALT as a proportion of the total time spent in activities (minus the intervention stoppage time) was used as the measure of ALT for a training session.b) Coaches also completed a purpose designed questionnaire (adapted from a questionnaire used in two previous studies involving pre-service teachers in physical education65,67) collecting demographic information (age, experience coaching netball, and assessing: 1) Confidence to coach netball (23 items scale); and 2) Competence to coach netball (22 items scale). Please contact the corresponding author for access to study questionnaires.…”

Educational Leaders and Their Impact on African American Alternatively Certified Male Teacher’s Educational Self-Efficacy

“…Study participants communicated information that supports the findings within the extant literature. Extensive research has indicated that constant, constructive feedback delivered formally and informally has a positive impact on teachers’ self-efficacy and allows them to make progress in their teaching performance (Akkuzu, 2014; Eather et al, 2019; Memduhoğlu et al, 2017).…”

“Cooperative Learning Does Not Work for Me”: Analysis of Its Implementation in Future Physical Education Teachers

“…To do so, it is essential to pay attention to the pedagogy of dialogue, actively following up on the future teachers in their first contacts with the classroom. This will allow them to achieve confidence and competence in themselves to create their own professional identity (Eather et al, 2019).…”