Developing teaching strategies through quality feedback from field experience

Sin Ling Jenny CHUNG

Research output: Contribution to journalArticles

Abstract

The paper outlines field experience issues with particular reference to the provision of quality feedback. Meaningful feedback is intended to result in the improvement of teaching and a greater engagement in the study of problems related to engagement in the study of problems related to teaching. Questions and dialogue may facilitate the attainment of these intentions. However, the establishment of trust between the supervisor and the teacher (or student teacher), both at personal and professional levels is of fundamental and professional levels is of fundamental importance. Pre-service and in-service teachers need to treat field experience as a kind of authentic learning that involves the sharing of experiences to construct personal and professional knowledge. Feedback and peer discussion is most important for the enhancement of critical thinking. Teaching is a “complex activity”, requiring “an extensive understanding of educational theory interrelated, in practice, with a wide range of classroom management skills” (Levine, 1992, p. 197). Expert feedback helps to develop the capacity of students and fellow professionals to evaluate and improve their own practice. Feedback can make a teacher aware of what he/she is doing and why, and assists him/her “to find ways of making the teaching and learning process more effective” (Lubelska, et al., 2000, p.15). Copyright © 2002 International Society for Teacher Education.
Original languageEnglish
Pages (from-to)27-35
JournalJournal of the International Society for Teacher Education
Volume6
Issue number1
Publication statusPublished - Jan 2002

Citation

Chung, S. L. J. (2002). Developing teaching strategies through quality feedback from field experience. Journal of the International Society for Teacher Education, 6(1), 27-35.

Keywords

  • Teacher Education
  • Theory and Practice of Teaching and Learning

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