Addressing the Wicked Problem of Feedback during the Teaching Practicum

Autor/inn/en	Nel, C.; Marais, E.
Titel	Addressing the Wicked Problem of Feedback during the Teaching Practicum
Quelle	In: Perspectives in Education, 39 (2021) 1, S.410-426 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
DOI	10.18820/2519593X/pie.v39.i1.25
Schlagwörter	COVID-19; Pandemics; Practicums; Teacher Education Programs; Feedback (Response); Student Teacher Attitudes; Teacher Educators; Educational Technology; Technology Uses in Education; Mentors; Computer Mediated Communication; Cooperating Teachers; Foreign Countries; Early Childhood Education; South Africa + Suchen Sie Ihr Suchwort? Practicum; Praktikum; Praktika; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computerkonferenz; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Ausland; Early childhood; Frühkindliche Bildung; Frühpädagogik; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	COVID-19 affected the teaching practicum placement of approximately 650 fourth year BEd Foundation Phase student teachers at University N in April and July 2020. The teaching practicum is seen as a purposeful, organised, supervised, mentored and assessed educational activity required for the completion of a teacher education programme. During the teaching practicum, the provision of feedback from teacher educators as well as mentor teachers forms an integral part of the learning process and enriches student teachers' learning experiences. However, student dissatisfaction with feedback during the teaching practicum presents a "wicked" problem that requires a strategic partnership approach between the university and partnership schools as well as between the triad partners of teacher educator, mentor teacher and student teacher. The purpose of this exploratory case study is to provide an overview of student teachers' perspectives on the innovative use of a social annotation platform to ensure greater collaboration on the "wicked" problem of feedback by all partners during the "learning from practice" component of the teaching practicum. The results indicated that student teachers, teacher educators as well as mentor teachers were actively engaged "on the same page" with constructive dialogic feedback that assisted student teachers to make crucial adjustments to the core practice of explaining/modelling content. (As Provided).
Anmerkungen	University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: http://journals.ufs.ac.za/index.php/pie/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01