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This paper describes the use of concept mapping for didactic purposes in higher education at the university level, namely, in medical schools. The f'rrst study involved the use of concept mapping to evaluate students' self learned knowledge of subject matter during their clerkship in a department of surgery. The individually constructed cognitive maps facilitated learning by being used in group discussions with the tutor, to identify correct ideas as well as misconceptions, and to convey the tutor's view, and thereby facilitated learning. The second, urtrelated study employed concept mapping to evaluate an inservice Orientation Workshop for medicine school faculty. The cognitive structure characteristics of the participants and their congruence with those of the workshop teachers were assessed. These provided evidence regarding the attainment of the workshop's objectives for different kinds of participant. For example, by using concept mapping in planning instruction or preparing materials for teaching, teachers become learners. Potential didactic uses in higher education are discussed in light of these studies.

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The study examines types of feedback pedagogical counselors write in response to preservice teachers’ reflective writing in Teaching Journals during their practicum. The study also examines variables that can affect written feedback on reflective writing: year in the college, preservice teachers’ levels, changes in feedback over time and personal differences among counselors. 689 comments written by five counselors from 74 Teaching Journal entries were explored. The results showed eight feedback types, in which asking for clarifications and leading preservice teachers to infer from pupils’ responses, were the most frequent. Differences of feedback types written to student teachers was affected by year in the college, by levels of the student teachers and by the context of the practicum. The discussion will focus on the eight feedback types and the linguistic aspect of the feedback.