The nature and effectiveness of feedback given by cooperating teachers to student teachers

Wilkins-Canter, Elizabeth A.

doi:10.1080/08878739709555150

Cited by 18 publications

(21 citation statements)

References 8 publications

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“…All of these features are consistent with the properties of effective feedback as outlined in the literature and as mentioned in the introduction part of this article (Copland, 2010;Scheeler et al, 2004;Wilkins-Canter, 2010). On the other hand, a number of possible reasons may be cited as to why the coach handled competences concerning the oneon-one conversations in the way she did.…”

Section: Discussionsupporting

confidence: 66%

“…In addition, the relation between immediate oral feedback provided by the coach and the transformation of knowledge into practice by the teacher-researcher should also be considered. Indeed, the literature review indicates that immediate oral feedback provided by the coach helps teachers to not only notice their competence areas but also transform the knowledge they gained into practice (Wilkins-Canter, 2010).…”

Section: Discussionmentioning

confidence: 99%

“…As for the medium of feedback, the relevant body of literature states that it may be either oral or written (Scheeler et al, 2004). Furthermore, feedback given to teachers after short periods and immediately after their practice is noted to have a greater effect on teaching quality (Copland, 2010;Scheeler et al, 2004;Wilkins-Canter, 2010). …”

mentioning

confidence: 99%

“…It is emphasized that the feedback provided by coaches contributes significantly to teachers' professional development (Copland, 2010). In short, feedback can be defined as providing planned and systematic information to teachers about their work for their professional development (Copland, 2010;Wilkins-Canter, 2010). The content of feedback should focus on realistic, tangible, descriptive, and specific behaviors and competencies in order to increase the quality of professional development (Scheeler, Ruhl, & McAfee, 2004).…”

mentioning

confidence: 99%

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Analyzing the Coaching Based Professional Development Process of a Special Education Teacher

Gürgür¹

2017

EDUC SCI-THEOR PRACT

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It is of paramount significance for teachers to develop themselves professionally, improving their theoretical knowledge, practice, and technological skills, as these elements bear a definitive influence on their teaching qualities throughout their entire vocational life. In this regard, one professional development approach is coaching. Adopting an action research design and conducted at the Research Center for the Education of Hearing Impaired Students (RCEHI) affiliated with Anadolu University in Turkey, this study aims to analyze the coaching based professional development process of a teacher-researcher working with hearing impaired students. The participants are a researcher, who is also the author of this article, and an experienced teacher trainer acting as a coach. The data collection tools used are video and audio records, documents, and reflective diaries. Data were analyzed using a systematic analytic analysis procedure. The data analysis revealed three primary themes concerning coaching based professional development; namely, planning and implementing professional development process, problems, and relevant solutions. Noteworthy features of the study are that the process is well-planned, goal-oriented, systematic, and cyclic. In addition, the process also takes into account individual characteristics and is based on effective communication with the coach and the coach' s guidance. In accordance with the findings, it is suggested that guidelines be improved to explain how to benefit from coaching to enhance professional development and that coaching based approaches be made more common. Furthermore, future research may focus on the role of coaching on teachers' professional development and students' academic success.

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Section: Discussionsupporting

confidence: 66%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Analyzing the Coaching Based Professional Development Process of a Special Education Teacher

Gürgür¹

2017

EDUC SCI-THEOR PRACT

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show abstract

“…Reflection, as part of self-assessment, also is encouraged because the written, objective feedback collected can be reviewed to look for recurring patterns and set future instructional goals (Wilkins-Canter 1997).…”

Section: What Is Peer Feedback?mentioning

confidence: 99%