Teacher Educators’ Use of Formative Feedback During Preservice Teachers’ Simulated Teaching Experiences in Mathematics and Science
The purpose of this research study was to identify how teacher educators (TEs) attend to and use formative feedback as they work to support preservice teachers’ (PSTs’) learning. The formative feedback was provided to the TEs as part of recurring instructional cycles within their elementary mathematics or science methods course. In these instructional cycles, their PSTs prepared for, engaged in, and reflected on their ability to facilitate argumentation-focused discussions in a simulated classroom.
The purpose of this research study was to identify how teacher educators (TEs) attend to and use formative feedback as they work to support preservice teachers’ (PSTs’) learning. The formative feedback was provided to the TEs as part of recurring instructional cycles within their elementary mathematics or science methods course. In these instructional cycles, their PSTs prepared for, engaged in, and reflected on their ability to facilitate argumentation-focused discussions in a simulated classroom. After each cycle, the TEs received formative information about their PSTs’ discussion performance in the form of a feedback report and a scoring report.