ABSTRACT

Teaching practice periods are intended to prepare pre-service teachers for their professional lives as teachers. With this in mind, we have developed a tool for gathering feedback from learners taught by teachers-in-training to provide these pre-service teachers with feedback that contributes to their professional development. This study presents findings on the degree to which pre-service teachers perceived the feedback from learners to be useful. Using structural equation modeling, we also explored the associations between characteristics of the pre-service teachers and the perceived usefulness of the assessment process. We conclude that teacher training could capitalize on this underutilized form of feedback.

摘要

教学实践期旨在为职前教师做好教师职业生涯的准备。考虑到这一点，我们开发了一个工具，用于收集受训教师教授的学习者的反馈，为这些职前教师提供有助于他们专业发展的反馈。本研究提出了关于职前教师认为学习者的反馈有用的程度的发现。使用结构方程模型，我们还探讨了职前教师的特征与评估过程的感知有用性之间的关联。我们得出结论，教师培训可以利用这种未充分利用的反馈形式。