Work

Clinical Teaching Learning Trajectory: Exploring Field Supervisor Written Feedback on Clinical Teacher Pedagogy

Year: 2024

Type: article

Abstract: Field supervisors are central to clinical teaching, but little is known about how their feedback informs preservice teachers’ (PSTs) development. This sequential mixed methods study examines over 3,000 supervisor observation evaluations. We qualitatively code supervisor written feedback, which indicates two broad pedagogical categories and nine separate skills. We quantize these feedback codes to identify the variation in the presence of these codes across PST characteristics, and then use several modeling techniques to indicate that specific feedback codes are negatively associated with evaluation score. Managing student attention was most detrimental to scores in early observations, whereas instructional feedback (e.g., lesson delivery) and verbal corrections were prioritized later in clinical teaching. Findings inform teacher preparation policy on understanding PST development and improving supervisory feedback.

Source: American Educational Research Journal

DOI: 10.3102/00028312241288177

Authors: Andrew Kwok, Iliana De La Cruz, Michelle Kwok

Institution: Texas A&M University

Language: English

Topic: Teacher Education and Assessments

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $2,500