| Autor: |
Thomas, Angela Falter, Sondergeld, Toni |
| Předmět: |
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| Zdroj: |
Journal of the Scholarship of Teaching & Learning; Aug2015, Vol. 15 Issue 4, p83-109, 27p, 2 Diagrams, 3 Charts, 1 Graph |
| Abstrakt: |
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 instructors, preservice teacher training, middle-grades student learning, and issues related to studying teacher education are discussed. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Supplemental Index |
| Externí odkaz: |
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