Journal article
Investigating the Impact of Feedback Instruction: Partnering Preservice Teachers with Middle School Students to Provide Digital, Scaffolded Feedback
The journal of scholarship of teaching and learning, Vol.15(4)
01 Jan 2015
Abstract
This article investigates the impact of scaffolded feedback instruction provided through an undergraduate methods course. Because of a desire for preservice teachers to have online teaching experience and due to low performance scores in assessment on the edTPA, a project was created which partnered preservice teachers with middle-grades students. Preservice teachers provided digital feedback, as students worked on a research project, while receiving scaffolded instruction about feedback in their methods course. Our study utilizes a mixed-methods intrinsic case study design. Participants included 82 rural middle school students and 16 preservice teachers from a large public university in the Midwest. As a result of participating in the methods course, preservice teachers’ abilities, confidence, and beliefs about giving feedback improved. Middle-grades students reported feeling positive about receiving feedback and felt it was helpful. Implications for preservice teacher training, middle-grades student learning, and issues related to studying teacher education are discussed.
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Details
- Title
- Investigating the Impact of Feedback Instruction: Partnering Preservice Teachers with Middle School Students to Provide Digital, Scaffolded Feedback
- Creators
- Angela Falter ThomasToni Sondergeld
- Publication Details
- The journal of scholarship of teaching and learning, Vol.15(4)
- Publisher
- Indiana University Press
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- School of Education
- Identifiers
- 991019335225704721