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An alternative explanatory framework for what
students want from feedback, what they
actually use, and what tutors think t...
• Why do we need another model?
• What is special about feedback on teaching
practice?
• What does the model look like?
• ...
Why an alternative?
• “Feedback” absent from the conversation:
seen as “appraisal” or “assessment”
• Ambiguous role of the...
Feedback on teaching practice
• Significant advantages: prompt, detailed, frequent,
verbal and written, chances to immedia...
How would we describe this
feedback narrative?
• http://youtu.be/zm4xkIqZ7CY
• Slideshare users: just advance to next slid...
What is the gap?
• intent of feedback
• Relationships and power
Model summary
Aim: use a large dataset to create a generalisable model, a model which
can help explain the rich experience...
Download the full paper and more
• https://www.researchgate.net/profile/Mark_C
arver2
• Twitter: @themarkcarver
• Audio of...
A model for feedback in teacher education
A model for feedback in teacher education
A model for feedback in teacher education
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A model for feedback in teacher education

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I suggest that the way feedback is understood in Higher Education is not sensitive enough to the experience of feedback in teacher education. I outline a new model with 5 components, and argue that it might usefully transfer back to HE more generally.

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A model for feedback in teacher education

  1. 1. An alternative explanatory framework for what students want from feedback, what they actually use, and what tutors think they need Mark Carver, University of Cumbria. Mark.carver@uni.cumbria.ac.uk
  2. 2. • Why do we need another model? • What is special about feedback on teaching practice? • What does the model look like? • How does the model compare with alternatives?
  3. 3. Why an alternative? • “Feedback” absent from the conversation: seen as “appraisal” or “assessment” • Ambiguous role of the learner, both student and intern • Are HE models transferable?
  4. 4. Feedback on teaching practice • Significant advantages: prompt, detailed, frequent, verbal and written, chances to immediately implement • Or, idiosyncratic, relies on luck, fitting in, over- emphasises effort, complex personalised experience with little generalisability to other placements
  5. 5. How would we describe this feedback narrative? • http://youtu.be/zm4xkIqZ7CY • Slideshare users: just advance to next slide to start the video
  6. 6. What is the gap? • intent of feedback • Relationships and power
  7. 7. Model summary Aim: use a large dataset to create a generalisable model, a model which can help explain the rich experience of trainee teachers using feedback. Strong explanatory power • Feedback with a learning focus • Importance of consistent hard work • Mentor-centric behaviours • Feedback with the trainee’s best interests at heart • Feedforward Moderate explanatory power  Gender  Missing items Weak /no explanatory power  Data collection method  Year of study  Trainee self-confidence  Fitting into a school’s culture  Perception of performance Principal component analysis and multiple linear regression used on 35-item survey of 614 trainee teachers, resulting in eight main components of the feedback experience. Five of these components had explanatory power. Summary: this model suggests significant benefits of dialogic approaches, which seek to address long-term learning goals. Even immediate assessment goals seem best served by this long-term approach. It is also vital that the mentor see the trainee as a learner and seek to help them meet their own goals rather than adopting goals from the mentor or school.
  8. 8. Download the full paper and more • https://www.researchgate.net/profile/Mark_C arver2 • Twitter: @themarkcarver • Audio of me presenting these slides: http://1drv.ms/1HopBcB

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