Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
The supportive character of teacher education triadic conferences: detailing the formative feedback conveyed
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.ORCID iD: 0000-0002-4646-6397
2019 (English)In: NOFA7 Abstracts, 2019, p. 106-106Conference paper, Poster (with or without abstract) (Other academic)
Abstract [en]

The poster will display a study that explored feedback conveyed during placement in a training school associated with one of the largest teacher education programs in Sweden (Jons 2017; 2018). The study aimed at detailing the formative feedback conveyed in the conversations, i e the university supervisor, the practicum mentor and the student. To that end, nine triadic conferences in a secondary upper school setting was audiotaped and analysed. Two research questions were in focus; 1) To what extent is different kind of formative feedback employed in the conversations? and; 2) Which aspects of such different kind of formative feedback can be identified in the feedback conveyed? In order to

The character of formative feedback was explored in detail by employing a framework that combined Hattie and Timperley’s (2007) conceptualisation of feedback with that of Nicol’s (2009). The study thus depicted feedback directed backwards, upwards or forward and focusing performance, strategies, self-regulation or personal characteristics inside a framework of self-regulated learning.

Findings show the most common foci of feedback in the study to be performance (36%), and strategy to ameliorate performance (19%), both of which have a relatively significant bearing on student learning, as argued by Hattie and Timperley (2007).  Feedback focusing on the student as a person, the focus with the least influence upon future skills development according to Hattie and Timperley (2007), occurred to a very small extent in the material. Likewise, feedback focusing on self-regulation was barely evident in the conferences studied, albeit that such focus, according to Hattie and Timperley (ibid), has the greatest effect on skills development. Thus, while the findings indicate a feedback practice characterised by “sustainable” feedback (cf Hounsell 2007; cf Boyd 2007) that scaffolds students’ self-assessing competence while fostering student self-reflexivity and self-regulation, it also indicates that there is room for improvement in promoting student self-regulation.

Place, publisher, year, edition, pages
2019. p. 106-106
Keywords [en]
teacher education, teacher education practicum, triadic conference
National Category
Educational Sciences
Research subject
Didactic Science for Teachers and Teaching Professions
Identifiers
URN: urn:nbn:se:su:diva-168973OAI: oai:DiVA.org:su-168973DiVA, id: diva2:1317139
Conference
NOFA7​, Nordic Conference on​ Teaching and Learning in Curriculum Subjects, Stockholm, Sweden, 13-15 May, 2019
Projects
Triadic conferences in teacher education practicumAvailable from: 2019-05-21 Created: 2019-05-21 Last updated: 2019-10-14Bibliographically approved

Open Access in DiVA

NoFa7 poster #1(288 kB)9 downloads
File information
File name FULLTEXT01.pdfFile size 288 kBChecksum SHA-512
4f09f6594cc97c4367b74aba714262b7265485699227764e72cd58251bfaf842fa7c641b1becb91a1a7724922ba33c99f54080c2aba416c0823b11310df7060d
Type fulltextMimetype application/pdf
NoFa7 poster #2(287 kB)1 downloads
File information
File name FULLTEXT02.pdfFile size 287 kBChecksum SHA-512
5b14a6d3eb1650360905a4eb08f076a5f414af482f27d651fb3cc7aa40678b3fbc19a3a0d1e4624ead20412fbc8ee97c9413f42893836e5e923689ac53366b57
Type fulltextMimetype application/pdf

Search in DiVA

By author/editor
Jons, Lotta
By organisation
Department of Mathematics and Science Education
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar
Total: 10 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 17 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf