ERIC Number: EJ1364532
Record Type: Journal
Publication Date: 2022
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-1562-0506
Can We Talk? Promoting the Enactment of Instructional Strategies through Dialogic Feedback
International Journal of Curriculum and Instruction, v14 n3 p1903-1921 2022
Prospective teachers (PTs) experience the complexity of teaching when they start developing their teaching practice in their field experiences. PTs express to have challenges when enacting instructional strategies from teaching preparation and professional development programs because in most cases, PTs lack supports that can guide them in the process of enactment. This study contributes to the efforts done to bridge the disconnect between university-based teacher education and field-based experiences at schools. This study explores how the types of feedback provided on lesson plans (i.e., in the form of questions, direct, and positive reinforcement with explanations) and planning sessions (i.e., starting questions, two-option questions, and clarification questions) supported PTs in enacting and appropriating instructional strategies from a professional development program in their field experiences. Further, this study describes attributes that these types of feedback have for PTs to consider it (i.e., balanced, in the form of suggestions, positive, in the form of dialogue).
Descriptors: Teaching Methods, Dialogs (Language), Feedback (Response), Preservice Teachers, Student Experience, Lesson Plans, Educational Planning
World Council for Curriculum and Instruction. California School of Education, Alliant International University, 10455 Pomerado Road, San Diego, CA 92131. Web site: https://ijci.wcci-international.org/index.php/IJCI/index
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A