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The power of written feedback for student teachers in teaching mathematics
Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.ORCID iD: 0000-0003-2441-1341
Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.ORCID iD: 0000-0002-9293-0445
Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.ORCID iD: 0000-0002-2953-8686
2019 (English)In: CARN-ALARA 2019, Imagine Tomorrow - Practitioner Learning for the Future: Book of Abstracts / [ed] Branko Bognar, Senka Gazibara & Sanja Simel Pranjić, 2019, p. 92-92Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

We will present a study in progress. The aim is to generate insights about thecontent-related feedback student teachers receive within the context of mathematicsteaching during their practicum period. Students perceive feedback as an importantprompt for developing their further knowledge within disciplines and courses that arepart of their programme. Similarly, lack of feedback has a negative impact on students’motivation. For feedback to be of relevance, it needs to both relate to course contentand provide guidance for future tasks. The main challenge faced by the provider offeedback is to ensure that feedback is explicit, since vague or unclear feedback iseither ignored by students or experienced as frustrating. Thus, mentors tend toobserve student teachers so they can provide explicit feedback that will guide studentteachers as they develop their teaching practice. Being able to provide feedback toa student teacher in the context of a lesson requires the observer to not only havepractitioner knowledge, but also a command of the relevant content knowledgerelating to the discipline. So far, we have established that that student teachers tendto seek generalised feedback, and that mentors rarely provide feedback that targetsdiscipline specific teaching considerations. Based on relevant research, we seek toinfluence mentors’ discipline specific feedback to student teachers, since that in turnenhances the learning outcomes for their students. The present study explores howmentor articulate feedback to student teachers who teach mathematics in the primaryyears, to pupils aged 6-9. To improve feedback both mentor and student teachersundertook a series of action research cycles as a part of their professional developmentinto providing and receiving discipline specific feedback. The emerging findings will bediscussed with mentors and students after the practicum period has been completed.

Place, publisher, year, edition, pages
2019. p. 92-92
Keywords [en]
mentors, practicum, teacher students, feedback
National Category
Learning
Identifiers
URN: urn:nbn:se:hh:diva-41168ISBN: 978-953-314-135-0 (print)OAI: oai:DiVA.org:hh-41168DiVA, id: diva2:1376061
Conference
CARN-ALARA 2019, Imagine Tomorrow - Practitioner Learning for the Future, Split, Croatia, 17-19 October, 2019
Available from: 2019-12-06 Created: 2019-12-06 Last updated: 2019-12-20Bibliographically approved

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Nagy, CarolineNehez, JaanaWennergren, Ann-Christine

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