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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: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 42, no 1, p. 116-130Article in journal (Refereed) Published
Abstract [en]

This study explored feedback conveyed in nine triadic conferences in teacher education practicum. The supportive character of formative feedback was explored in detail by employing a framework that combines two conceptualisations of feedback.The study 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 teacher student to be more active in feed up, feed back and feed forward than previous studies have shown. Furthermore the conversations were found to be characterised by joint problem-solving in which all three parties focused on the student’s professional teacher-becoming. In conclusion, the findings indicate a feedback practice characterised by ‘sustainable’ feedback that scaffolds students’ self-assessing competence while fostering student self-reflexivity and self-regulation.

Place, publisher, year, edition, pages
2019. Vol. 42, no 1, p. 116-130
Keywords [en]
Teacher education practicum, triadic conference, practicum assessment, practicum feedback, formative feedback, formative assessment
National Category
Educational Sciences
Research subject
Didactics
Identifiers
URN: urn:nbn:se:su:diva-162259DOI: 10.1080/02619768.2018.1550065ISI: 000452222100009OAI: oai:DiVA.org:su-162259DiVA, id: diva2:1264662
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Triadic conferences in teacher education practicumAvailable from: 2018-11-20 Created: 2018-11-20 Last updated: 2019-05-22Bibliographically approved

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