Pivoting From Evaluative to Educative Feedback During Post-Observation Conferencing: Supporting the Development of Preservice Teachers

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Author(s): Amy B. Palmeri (Vanderbilt University, USA)and Jeanne A. Peter (Vanderbilt University, USA)
Copyright: 2019
Pages: 23
Source title: Handbook of Research on Field-Based Teacher Education
Source Author(s)/Editor(s): Thomas E. Hodges (University of South Carolina, USA)and Angela C. Baum (University of South Carolina, USA)
DOI: 10.4018/978-1-5225-6249-8.ch021

Keywords: Education / Information Science Reference / Teacher Education

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Abstract

In disentangling the, often conflated, evaluative and educative functions of preservice teacher supervision, the authors reimagine supervisory practice within the specific context of the post-observation conference. Claiming the post-observation conference as a teaching space provided the impetus leading to the design of a theoretically grounded post-observation conference protocol foregrounding the educative function of supervision, leveraging the mediating role of the university supervisor in supporting preservice teacher learning, and reflecting the principles of effective feedback. A critical feature of the protocol is the intentional focusing of feedback on one of four superordinate elements of teaching that provides continuity and consistency across post-observation conferences allowing preservice teachers to connect knowledge and skill related to the development of complex practice.

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Pivoting From Evaluative to Educative Feedback During Post-Observation Conferencing: Supporting the Development of Preservice Teachers

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