Student teachers’ perceptions of feedback as an aid to reflection for developing effective practice in the classroom

Abstract

Since Schön's influential work on reflective practice reflection has been prioritised in teacher education programmes internationally. The research described in this paper examined the development of postgraduate student teachers' reflective processes in their first school placement. 25 students were asked to write an account of their evolution in an area of their teaching, and how they were supported to evaluate lessons and reflect on their practice. Subsequently, a sample was interviewed to explore themes arising from the essays. In describing their development of a reflective perspective, the students identified useful feedback from three main sources: mentors, peers and pupils. Although the research took place within a Scottish context, the different roles that feedback played in the development of reflection should be of interest to teacher educators and student teachers internationally, as it could be argued that beginning teachers in every country face similar issues relating to reflection.

The Impact of Reflective Practice on Teacher Candidates' Learning

“…Thus, transformative reflection allows the teacher candidate to challenge assumptions and beliefs that also lead to choosing appropriate pedagogies in the classroom that are responsive to students' diverse needs (Carrington & Selva, 2010). Accordingly, teacher candidates examine their thoughts and feelings and move toward a plan of action for teaching and learning (Crichton & Valdera, 2015).…”

“…For example, reflective practice can lead to a committed effort to use appropriate pedagogies that demonstrate an understanding of student cultures (Carrington & Selva, 2010). Thus, teacher candidates examine their thoughts and feelings and move toward a plan of action to promote improvement for teaching and learning (Crichton & Valdera, 2015). The notion of reflection and its connection to teaching competence moves the teacher to a deeper level of transformative learning (Lawrence-Wilkes, 2014) that instills a sense of professional autonomy and allows educators to make educational decisions on behalf of their students.…”

Rethinking Student Teacher Feedback: Using a Self-Assessment Resource With Student Teachers

“…Student teachers often view university supervisors as possessing an assessment role rather than an assistance role as they assign grades (Borko & Mayfield, 1995). Conversely, student teachers often view mentors, such as cooperating teachers, as a main source of feedback and assistance (Crichton & Gil, 2015). Both provide a valuable perspective to the student teacher experience.…”

Feedback Strategies Which Social Sciences Teachers Give to Their Students

“…Lastly, it was determined that social sciences teachers use encouraging and motivating statements as well as positive and constructive statements. It was confirmed that teachers use encouraging and motivating statementsto make students understand that they are successful, to make them ambitious, and to contribute their level of success [40,41,42].…”