Feedback in field experiences: interactions between university supervisors and student teachers
DOI:
https://doi.org/10.19083/ridu.2022.1577Keywords:
initial teacher education, pedagogical practices, feedback, teacher supervisionAbstract
Introduction: The research sougth to identify the type the interventions produced between university supervisors and student teachers during feeback phase in practical training. Objetive: To analyse how interactions can promote reflection and autonomy of teacher in training. Method: Methodologically trained in a case stady two supervisors and ten student teachers from public university in the Chile participated. They were examined ten transcripts of video recordings were analyzed using Heron´s interpersonal relationships analysis framework for the description of feedback given by the supervisors. Results: The main findings accounts for two interventions areas in which the dialogue is centered: feeback focused on management skills and classroom procedures and predominantly directive feedback with the presence of non-directive interventions focused in giving support.Downloads
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Copyright (c) 2022 Catherine Flores, Paula Villalobos-Vergara, Daniela Maturana Castillo , José Francisco Pérez
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