Preservice teachers’ perceptions of feedback

Summary

Existing Knowledge:

Effective feedback often includes clear communication regarding strengths and areas for improvement.

However, the methods and timing of feedback delivery can significantly influence how preservice teachers perceive and utilize this feedback for their growth.

New Insights from this Study:

This study investigates preservice teachers’ perceptions of feedback, specifically focusing on the importance of timing, purpose, and delivery. The findings indicate that timely feedback, delivered soon after teaching experiences, is perceived as more relevant and actionable, allowing preservice teachers to make immediate adjustments to their practices.

Additionally, the study highlights that preservice teachers prefer feedback that is constructive and aimed at their professional development rather than merely evaluative. They find feedback that offers specific guidance and supports their growth more valuable than feedback that lacks clear purpose.

Putting Research into Practice:

Prioritize Timely Feedback: Educators and mentors should aim to provide feedback immediately after teaching events. This approach allows preservice teachers to better connect the feedback to their recent performances, enhancing its effectiveness and relevance.

Focus on Constructive Feedback: Teacher education programs should train mentors and instructors to deliver feedback that is specific, constructive, and supportive. Emphasizing the purpose of feedback as a tool for professional growth can help preservice teachers feel more engaged and motivated to improve their teaching practices.

Story version: The Power of Feedback in Teacher Education

In a bustling teacher education classroom, preservice teachers gathered for their weekly seminar, excited yet anxious about the upcoming teaching demonstrations. Their instructor, Dr. Wilcoxen, understood that the key to their growth lay not just in the lessons themselves but in the feedback they would receive afterward. This week, she aimed to delve into the importance of feedback—its timing, purpose, and delivery.

As the first student, Emily, stepped up to teach a brief math lesson, the room filled with anticipation. Afterward, Dr. Wilcoxen facilitated a discussion about the feedback process. "What did you think of the timing of the feedback?" she asked. Several hands shot up, but it was Michael who spoke first. “I really appreciated when you pointed out my strengths right after my lesson. It made me feel more confident, and I could immediately think about how to improve.”

Next, they discussed the purpose of feedback. Sarah chimed in, “I find it most helpful when feedback isn’t just about what I did wrong, but also shows me how to grow. When I receive constructive comments, I feel like I’m learning, not just being judged.” Dr. Wilcoxen emphasized that feedback should foster professional growth, guiding them toward improvement rather than simply highlighting errors.

After an exercise in which students practiced delivering feedback to each other, Dr. Wilcoxen led a debriefing session. “How did you feel about the delivery of the feedback?” she asked. Many students noted that the tone and method of delivery made a significant difference. Jamie remarked, “When my partner delivered feedback in a calm and respectful manner, it felt more like a conversation. I was more open to hearing suggestions.”

As the seminar came to a close, Dr. Wilcoxen encouraged her students to consider the feedback they would receive in their upcoming teaching demonstrations. “Remember,” she said, “timely, purposeful, and well-delivered feedback is crucial not just for your growth as educators but also for the impact you will have on your future students.” The session had illuminated the path ahead, reminding them that feedback is not merely a formality; it is a vital tool for continuous improvement and professional growth.

Reference:

Article Title: Preservice teachers’ perceptions of feedback: The importance of timing, purpose, and delivery

Authors: Christina L. Wilcoxen and Jennifer Lemke

Journal: Journal of University Teaching & Learning Practice    

Publication Year: 2021