Communicating feedback in teaching practice supervision in a learning-oriented field experience assessment framework

Yee Fan Sylvia TANG, Wai Kwan Alice CHOW

Research output: Contribution to journalArticles

50 Citations (Scopus)

Abstract

This article seeks to understand the ways in which feedback was communicated in post-observation conferences in teaching practice supervision within the learning-oriented field experience assessment (LOFEA) framework. 32 post-observation conferences between 21 pairs of supervisors and participants of in-service teacher education programmes, and interviews with supervisors and participants were analyzed, with findings revealed in four themes: 1. The distribution of content and nature of feedback in post-observation conferences; 2. Communicating “learning-oriented assessment” feedback in post-observation conferences; 3. Learner participation in making judgment on performance; and 4. Learner participation in target-setting. The paper concludes with discussions about how “learning-oriented assessment” supervisory practices enhance teacher construction of professional knowledge and self-regulated learning. Ways of reframing supervisory practices are suggested. Copyright © 2007 Elsevier.
Original languageEnglish
Pages (from-to)1066-1085
JournalTeaching and Teacher Education
Volume23
Issue number7
DOIs
Publication statusPublished - Oct 2007

Citation

Tang, S. Y. F., & Chow, A. W. K. (2007). Communicating feedback in teaching practice supervision in a learning-oriented field experience assessment framework. Teaching and Teacher Education, 23(7), 1066-1085.

Keywords

  • Supervisor–supervisee relationship
  • Professional development
  • Teacher evaluation
  • Supervision
  • Field experience programmes

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