Using the Tuning Protocol to Generate Peer Feedback During Student Teaching Lesson Plan Development

Abstract

Self-adequacy during the student teaching experience is high on the list of concerns expressed by student teachers (Fritz & Miller, 2003; Ng, Nicholas, & Williams, 2010). That factor, in combination with others, determines student teachers' goals and sparks their motivation to engage in effective instructional planning (Baylor & Kitsantas, 2005). The purpose of this study was to determine student teachers' perceptions of the use of the tuning protocol, a formalized process of reflective practice and peer review (Allen & McDonald, 1993; Easton, 2009), to revise lesson plans. When open coding was used to analyze student teachers' perceptions, four themes emerged: benefits, drawbacks, structure of the tuning protocol, and recommendations for future use. The majority of student teachers were satisfied with the outcomes of the tuning protocol review process and planned to use it in their professional careers. Recommendations for use of the tuning protocol in various stages of the teacher education program are presented.

Tutoría entre pares mediante el protocolo de focalización de David Allen

“…Según Paulsen et al (2016) los protocolos se uti lizan en el campo de la educación como una guía estructurada para que los grupos de educadores refl exionen formalmente mediante la retroalimentación de sus pares respecto a la planifi cación e implementación de estrategias de instrucción que mejor se adapten a las necesidades de los estudiantes. El protocolo de focalización (en adelante PF) fue creado por Joseph McDonald y sus colegas como parte del Proyecto de Exhibiciones de la Coaliti on of Essencial Schools, para ser uti lizado en los colegios secundarios que parti ciparon en dicho proyecto.…”

The impact of informal teacher-to-teacher feedback on instructional practices in the middle school English classroom

“…Providing immediate feedback influenced teacher behavior and improved lesson design and pedagogy. Research indicated that preservice teachers valued the feedback received from their peers, and it was especially important in lesson plan development (Paulsen et al, 2016). Teachers deserved the opportunity to engage with informal feedback and reap the rewards, mirroring the systems for student-teachers and preservice teachers.…”

“…Policy initiatives in the United States have required or encouraged teachers to collaborate (Kuh, 2016). Teacher collaboration has been explored through the lens of Vygotsky's social constructivist theory, in which the success of a teacher was developed in cooperative environments (Paulsen et al, 2016). The research on feedback was connected to the research on teacher collaboration by way of examination of the critical elements of teacher collaboration: how the culture of the educational site supported it, and how teachers worked together.…”

“…The CFG was a peer assisted reflection cycle in which members demonstrated teacher noticing theory as equal-status colleagues provided feedback and reflection (Reinholz, 2017). Paulsen et al (2016) found the use of tuning protocols allowed teachers to examine their perceptions and reflect on their practices because of the peer feedback they were given, thus showing an impact on lesson planning.…”