A Multi-Dimensional Analysis of Feedback by Tutors and Teacher-Educators to Their Students.

Autor/inn/en	Van Looy, Linda; Vrijsen, Mike
Titel	A Multi-Dimensional Analysis of Feedback by Tutors and Teacher-Educators to Their Students.
Quelle	(1998), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Feedback; Foreign Countries; Guidance; Higher Education; Physical Education; Preservice Teacher Education; Secondary Education; Student Teacher Evaluation; Student Teachers; Student Teaching; Teacher Educators; Teacher Student Relationship; Tutors; Belgium + Suchen Sie Ihr Suchwort? Ausland; Beratung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Körpererziehung; Sportunterricht; Lehramtsstudiengang; Lehrerausbildung; Sekundarbereich; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Teacher education; Education; Lehrerbildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Förderlehrer; Lehrender; Tutor; Belgien
Abstract	This study analyzed guidance given to student teachers in Flanders, Belgium, by their tutors and teacher-educators, tutors' and teacher educators' written accounts, and teacher-educators' guidance discussions. The study included 895 guidance reports written by 29 tutors, which included 7,589 remarks. There were also 135 reports written by 13 teacher-educators, with 3,127 remarks. Researchers coded the data focusing on concreteness of statements, communication of statements, corrective statements, and methodological-didactic statements. They determined differences in amounts of remarks made by tutors and teacher-educators during 50-minute lessons. To analyze oral guidance discussions, they used 72 audiotaped discussions for 9 students conducted by 4 teacher educators. They transcribed and coded the discussions according to person speaking, style of interaction, guidance strategy, and topic of discussion. Results indicated that the amount of remarks made per lesson depended more on tutors or teacher-educators than student teachers. Teacher-educators made three times more written remarks than tutors and gave more feedback regarding the organization of the lessons and study materials; tutors emphasized the study materials themselves. Data from the guidance discussions indicated that teacher-educators spoke for most of the discussions, with an informative guidance style and little effort to involve students. A closed guidance framework was used to make conclusions. Topics of discussion emphasized lesson content, organization, and relationship with pupils. (Contains 15 figures and 13 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC