Bridging the Gap between Observation Protocols and Formative Feedback

Autor/inn/en	Yee, Sean; Deshler, Jessica; Rogers, Kimberly Cervello; Petrulis, Robert; Potvin, Christopher D.; Sweeney, James
Titel	Bridging the Gap between Observation Protocols and Formative Feedback
Quelle	In: Journal of Mathematics Teacher Education, 25 (2022) 2, S.217-245 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yee, Sean) ORCID (Deshler, Jessica) ORCID (Rogers, Kimberly Cervello) ORCID (Petrulis, Robert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-020-09485-x
Schlagwörter	Classroom Observation Techniques; Formative Evaluation; Feedback (Response); Beginning Teachers; Mathematics Teachers; Graduate Students; Peer Teaching; Mentors; Novices; Scores; Teaching Assistants + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Peer group teaching; Peer Group Teaching
Abstract	In this study, we sought to identify how feedback about classroom observations affected novice university mathematics instructors' (UMIs) teaching practices. Specifically, we examined how a Red-Yellow-Green feedback system (RYG feedback) affected graduate student instructor (GSI) scores on an observation protocol (GSIOP). The protocol was developed specifically for this population, and both the GSIOP and RYG feedback were used within a peer mentoring program for GSIs, wherein novice GSIs were mentored by more experienced GSIs. Mentors observed novices' classrooms using the GSIOP and provided RYG feedback as part of observation-feedback cycles. We analyzed 100 sets of scores, each collected over the course of a semester containing on average three observation-feedback cycles. Analyzing the semester-long datasets longitudinally provided insight into what types of feedback informed and influenced observed teaching. After qualitatively coding the feedback provided to the GSIs by their mentors along multiple dimensions, we found certain forms of feedback were more influential for observable changes in GSIs' teaching. For example, pedagogical feedback that included contextualization (context and focal events) demonstrated a more positive change in GSIOP score than feedback that lacked contextualization. Our results suggest that contextual formative feedback has a positive change to student-focused and teacher-focused observations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01