Professionally Speaking : Qualitative
Research and the Professions.
Using action research to gauge the
quality of feedback given to student
teachers while on professional teaching
practice.
Stephanie White
Introduction

Professional teaching practices for student teachers in New Zealand primary
schools are an integral part of their pre-service teacher education

Visiting lecturers who observe students on professional practice are expected to
give students feedback on their teaching and documentation

One aspect of aiming to improve the quality of our teaching is to gauge the
perceived quality of the feedback given to our student teachers while they are on
professional practice in schools

The critical reflection of my own practice became the action research –
I wanted to investigate the perceived quality of feedback I gave
to students and identify ways to make it more effective.
Setting the context
•
Professional practice courses are taught alongside the professional studies courses
as co-requisites which means they must be passed together.
•
The professional studies courses teach students content, pedagogy and theory
while the professional practice courses are the opportunity for students to put into
practice what they have learned and to experience being the professional teacher.
•
Students are placed with an associate teacher who mentor and supervise the
student while they are in their classroom for usually 5 weeks.
•
Students are responsible for planning, implementing, assessing and evaluating a
purposeful learning programme for the requisite number of days each placement.
•
Students are expected to show a development and refinement of a range of skills
such as questioning, identifying needs, using quality resources, working
successfully with children, planning, facilitating, relating positively to parents and
staff, etc
Quality feedback practices

Quality feedback is most effective when it focuses on the tasks and associated
learning, confirms for learners that they are on the right track, includes
suggestions for scaffolding, is frequent and gives opportunity for the learner to
take action (N.Z. Ministry of Education, 2004)

Feedback for student teachers directed at specific teaching behaviours and
practices is deemed most valuable, as is spoken feedback given through
discussions (White, 2005)

Feedback that is regulatory and involves learners to be participants in their own
teaching and learning is powerful (Hattie & Timperlay, 2007)

Both spoken and written feedback that covers positives and negatives with
timelines given for evaluating progress, should be offered (Babkie, 1998)

Asking student teachers a series of questions before giving the feedback
encourages them to evaluate their own teaching performance and become more
reflective (Graham, 1996)
The action research process
1.Designed a set of specific questions to generate feedback discussions for 12
students in their second year and on their 4th PP (Sept 2005)
2. Held a focus group with experienced observing lecturers to discuss what they
valued about the feedback they gave to students on PP (Nov 2005)
3. Recorded comments from a group discussion of observing lecturers during a
professional development day around the topic of quality feedback for student
teachers (Dec 2005)
4. Designed a set of more refined, specific, open-ended questions for use when
visiting 11 students in their third year and on their 5th PP (March 2006)
5. Designed a new set of specific questions for a group of 12 students in their
second year and on their 3rd PP (May 2006)
Step 1: Specific questions
Student teachers in their second year on their 4th PP

Based on four years of visiting experiences, observing students at all levels of their
training and in a variety of curriculum areas and an idea by Graham (1996) on
having a set of questions prepared to initiate discussions.

Provided me with a means of evaluating my “initial wonderings” as to what might
work well when giving quality feedback to student teachers

Students said the base questions gave them something to talk about in the first
instance and encouraged them to speak!

If a student felt their lesson went well, they were more inclined to speak freely
than when a lesson wasn’t so successful. In that case, the students needed much
more prompting and encouragement to share their thoughts

The findings from step 1 were that the questions needed to be more specific to the
particular stage of training of the student, and more prompting and probing was
needed to encourage critical reflection of their own teaching
Step 2: Focus group
Discussions with observing lecturers

The group discussed what they valued about the feedback – both spoken and
written- that they had the opportunity to give student teachers while they were on
professional practice

Suggested that students needed more of an “own voice” to express their feelings
about how a practical lesson went, instead of lecturers doing most of the talking

Suggested that students also be provided with a written record of the actual coconstructed feedback discussion, not just the feedback from the lesson itself,
including specific goal setting to remind students of the changes they wanted to
make and how they might put these in place

Lecturers wanted to empower students more to work out for themselves what
went well and what did not…and why
Step 3: Academic discussions
Professional discussions amongst academic staff around professional practice

Professional development day was held to discuss and share academic
conversations with one session focussed on professional teaching practice for
student teachers

Area of significance identified was the need for students to be moved on to more
critical reflection after their observation visits. However, lecturers felt the skills
needed for students to do this were often limited, as was the lack of time for
lecturers to teach this while visiting

More emphasis on teaching critical reflection and introducing students to the
notion of being a critical friend. This could be done during professional studies and
curriculum courses with students having the opportunity to refine these skills
throughout their training
Step 4: Refined questions
Refined questions for third year students on their 5th PP

From the experiences of the first round of questions in step 1, the discussions with
the focus group in step 2 and the professional development session with academic
staff in step 3, anew set of more refined specific questions was devised for this
group for third year students on their 5th professional practice

Open-ended questions based on pedagogy, positive practice, management issues
and changes to be made were designed

Students were asked to reflect on the visit and discussion and write responses to
the questions and include them in their folder for visit no.2

An evaluation of this type of feedback process was also requested

Most students completed the reflection with positive comments particularly in
terms of what changes they thought they could make and the usefulness of writing
these down themselves

Demonstrated a significant shift in students thinking, goal setting and action

Provided significant areas to promote discussion between students and lecturers
Step 5: More question changes
Specific questions for second year students on their 3rd PP

Continued model of specific questions designed for this particular group of
students on their third professional teaching practice

Open-ended questions and written feedback sheets were coloured so students
would be reminded of the need for their own critical reflection after the
observation and discussions

Most of the students completed the reflection and found the exercise helpful in
recording their thoughts at a later date giving them more time to think critically
about their teaching practice
Findings

Lecturer talk – minimsed by specific planned questions

Coaching role- assisting to plan and set achievable goals

Honesty- direct and clear feedback was appreciated

Ownership of teaching and learning- identification of areas based on written
reflections

Lecturer availability- responding to email communications promptly and with
clarity

Time- allowing enough time for students to critically reflect at a later date
Conclusions
Several key ideas lecturers can use when providing quality feedback for
student teachers on their professional teaching practice are:

Pre-prepared questions for each specific group of students at their level is
recommended for more purposeful feedback conversations

Written reflections by students are worthwhile for their ownership of teaching
practice

Allow plenty of time for feedback process to be effective

Honest and direct feedback is productive to move students forward but should be
delivered with empathy and compassion

Lecturer availability and response times enhance students perceptions of the
feedback process and a feeling of being supported

Encourage students to construct their own meaning of their teaching, through the
reflection and feedback process
The last word…

Using a qualitative research method of action research provided my colleagues and
I with ideas on how we could improve the quality of feedback we gave student
teachers while they were on professional teaching practice.

This process involved analysing what we did, testing established practices and
trialling new ideas, reflecting on these experiences through written reflection,
conversations with colleagues, and discussions with students

Qualitative research can evaluate our own practices of teaching and from the
evidence found we can make necessary changes that enhances the learning of our
students