AN INVESTIGATION OF THE NATURE (TYPE) OF THE IMPACT OF FEEDBACK FROM TEACHING PRACTICE SUPERVISORS ON PRE-SERVICE STUDENTS DURING TEACHING PRACTICE
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CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
It has been demonstrated that teacher education and professional development programs contribute greatly to the changes in teachers’ knowledge and practice (van Driel, 2014). Teaching practice (TP) is a major professional development program that greatly impacts the knowledge and practice of pre- service science teachers (PSTs). This is because TP is the melting pot in which pre- service science teachers (PSTs) integrates all the knowledge and skills acquired during training into the classroom setting.
Through teaching practice, pre- service science teacher (PST) commences the developmental journey from being a novice science teacher to an expert in a real classroom setting. Afolabi (2019) and Darling- Hammond (2010) asserted that teaching practice (TP) enables the student- teacher to get acquainted with the practical knowledge of teaching and learning processes including lesson plan preparation, presentation, class management, communication skills, evaluation, and the required personality of professional teachers. This is the reason most PST education includes TP, a supervised field experience (van Driel, 2014). The supervised field experience is designed to develop the professional knowledge of PST. To this end, PSTs are exposed to two six weeks of TP first at the beginning of their third year and second at the beginning of the fourth year of four years undergraduate program in Nigeria.
Teaching practice occurs in a social context, apart from the college supervisor, the cooperating teacher, school administrator, and students are also among the social agents that make the practicum experience a positive one. A positive teaching practice experience is that which bridges the gap between the theory of teaching and practice (Clarke et al., 2014; Koc, 2012; Nghia & Tai, 2019). The in-service teacher who teaches the same subject as pre- service science (biology) teacher in the teaching practice school is referred to as the cooperating teacher; plays a huge role in making the experience a positive one. Their roles are not limited but include mentoring PST during the Teaching practice, offering guidance to PSTs on lesson note preparation, suggesting what ought to be done both before and after the lesson delivery and observing the classroom delivery for the purpose of reflection. However, among all the social agents that contribute to the professional development of pre-service teachers during practicum, the university supervisor appears to have the highest number of roles.
Feedback is expressed in spoken or written form and is, in educational and school terms, variously conceived. Wiliam (2018) argues that feedback is only apparent when the information about the gap in learning is actually used to alter the gap. Sadler (2018) also stresses that feedback must let learners identify gaps between current and desired performance and take some action that will close the gap. He goes further, however, in suggesting that constructing a way forward for learners necessitates feedback that they can readily access and understand and that has catalytic and coaching elements that work to inspire confidence and hope. Likewise Hattie and Timperlay (2017) found the most powerful form of feedback for learners is that which is regulatory because it involves learners to the greatest degree as participants in their own teaching and learning.
Black, Harrison, Lee, Marshall, and Wiliam (2012) focus on the relationship between teacher and learner. They argue that effective feedback allows for dialogue between student and teacher of a kind that promotes thinking and reflection and evokes and explores understanding. The dialogue must be such that learners have opportunity to think and express their ideas. Hattie’s (2013) research on teachers making a difference discovered that feedback from teachers, particularly those considered as expert, was the most powerful single factor that enhances achievement in children in schools.
This study investigates the nature (type) of the impact of feedback from teaching practice supervisors on pre-service students during teaching practice.
1.2 Statement of the problem
In a relationship between teacher and learner, effective feedback allows for dialogue between student and teacher of a kind that promotes thinking and reflection and evokes and explores understanding. The dialogue must be such that learners have opportunity to think and express their ideas. Hattie’s (2013) research on teachers making a difference discovered that feedback from teachers, particularly those considered as expert, was the most powerful single factor that enhances achievement in children in schools. One of these (amongst others) was identified as classroom based research which illuminates the importance of teachers providing good feedback to students and thus contributing to teacher training and professional development programmes. Providing student teachers with good models of feedback and effective feedback practices during their training should only enhance their understanding of this method of formative assessment.
1.3 Objectives of the study
The objectives of the study are:
- To study feedback the students received from the observing lecturer from the College who came to observe their teaching.
- To find out what sort of feedback they expected to receive from their lecturer during their teaching practice, and what type of feedback (written or spoken) from their lecturer they considered most useful in influencing positive changes to their teaching practice.
- To provide the observing lecturers with information that would inform their giving of feedback to first-year students during and after their first teaching practice.
- To investigate how student-teachers participating in their first pre-service teaching practice.
1.4 Significance of the study
This study will serve as a means of improving student learning and includes feedback as an essential part of the formative assessment shift.
Positive constructive feedback that celebrates students’ successes helps keep them motivated and increases their confidence. Constructive feedback, moreover, highlights for students the things that are important to focus on and directs their learning towards the next steps.
Scope of this study
The scope of this study covers investigating the nature (type) of the impact of feedback from teaching practice supervisors on pre-service students during teaching practice. The study adopted reflexive thematic analysis method.
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