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.

在这项研究中，我们试图确定有关课堂观察的反馈如何影响新手大学数学教师（UMIs）的教学实践。具体来说，我们研究了红黄绿反馈系统（RYG反馈）如何影响观察协议（GSIOP）上的研究生教师（GSI）分数。该协议是专门针对此人群而开发的，GSIOP和RYG反馈均用于GSI的同行指导计划中，其中，新手GSI由经验更丰富的GSI进行指导。导师使用GSIOP观察新手的课堂，并提供RYG反馈作为观察-反馈周期的一部分。我们分析了100组分数，每组分数在一个学期中平均包含三个观察-反馈周期。纵向分析整个学期的数据集可以洞悉哪些类型的反馈可以指导和影响所观察的教学。在对他们的导师提供给GSI的反馈进行了多方面的定性编码后，我们发现某些形式的反馈对于GSI的教学中可观察到的变化更具影响力。例如，与缺乏情境化的反馈相比，包括情境化（背景和焦点事件）在内的教学反馈显示出GSIOP得分更积极的变化。我们的研究结果表明，情境形成反馈对以学生为中心和以教师为中心的观察有积极的变化。我们发现某些形式的反馈对于GSI的教学中可观察到的变化具有更大的影响力。例如，与缺乏情境化的反馈相比，包括情境化（背景和焦点事件）在内的教学反馈显示出GSIOP得分更积极的变化。我们的研究结果表明，情境形成反馈对以学生为中心和以教师为中心的观察有积极的变化。我们发现某些形式的反馈对于GSI的教学中可观察到的变化更具影响力。例如，与缺乏情境化的反馈相比，包括情境化（背景和焦点事件）在内的教学反馈显示出GSIOP得分更积极的变化。我们的研究结果表明，情境形成反馈对以学生为中心和以教师为中心的观察有积极的变化。