Welcome to the InfoSci Platform
Reference Hub1
Pivoting From Evaluative to Educative Feedback During Post-Observation Conferencing: Supporting the Development of Preservice Teachers

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

Amy B. Palmeri, Jeanne A. Peter
Copyright: © 2019 |Pages: 23
ISBN13: 9781522562498|ISBN10: 1522562494|EISBN13: 9781522562504
DOI: 10.4018/978-1-5225-6249-8.ch021
Cite Chapter Cite Chapter

MLA

Palmeri, Amy B., and Jeanne A. Peter. "Pivoting From Evaluative to Educative Feedback During Post-Observation Conferencing: Supporting the Development of Preservice Teachers." Handbook of Research on Field-Based Teacher Education, edited by Thomas E. Hodges and Angela C. Baum, IGI Global, 2019, pp. 495-517. https://doi.org/10.4018/978-1-5225-6249-8.ch021

APA

Palmeri, A. B. & Peter, J. A. (2019). Pivoting From Evaluative to Educative Feedback During Post-Observation Conferencing: Supporting the Development of Preservice Teachers. In T. Hodges & A. Baum (Eds.), Handbook of Research on Field-Based Teacher Education (pp. 495-517). IGI Global. https://doi.org/10.4018/978-1-5225-6249-8.ch021

Chicago

Palmeri, Amy B., and Jeanne A. Peter. "Pivoting From Evaluative to Educative Feedback During Post-Observation Conferencing: Supporting the Development of Preservice Teachers." In Handbook of Research on Field-Based Teacher Education, edited by Thomas E. Hodges and Angela C. Baum, 495-517. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-6249-8.ch021

Export Reference

Mendeley
Favorite

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.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.