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

This paper examines teaching supervision in a Learning-oriented Field Experience Assessment (LOFEA) framework which attempts to promote teacher professional learning with the use of a professional development progress map. Forty-two post-lesson conferences between 21 pairs of tertiary supervisors and teacher participants of in-service teacher education programmes are analyzed. The paper reports the overall distribution of content items and types of feedback, the sharing of feedback between teacher participants and supervisors, the tracking of professional development, and the ways of using the progress map in the supervision process. Re-framing supervisory practices, maximizing learner ownership of the assessment process for promoting professional self-learning, and enhancing supervisors’ and teacher participants’ evaluative skills in relation to involvement in education community are discussed.