The purpose of this study was to discern if teacher candidates and their university-based field instructors engagement in co-constructed goal-setting activities would better support teacher candidates’ understanding of feedback delivered during post-lesson observation conferences. Data from preliminary and retrospective surveys were compared within and across treatment and control groups. Findings showed that teacher candidates (n = 9) who participated in co-constructed goal-setting activities grew more comfortable discussing their teaching and took on a greater responsibility in guiding the post-observation conferencing discourse and higher rates than control-group participants (n = 9). However, the co-constructed goal-setting protocol did not support a greater understanding of feedback.

中文翻译：

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通过共同构建的目标设定来支持教师候选人对现场教师反馈的理解

这项研究的目的是确定教师候选人及其大学教学人员参与共同制定的目标制定活动是否能更好地支持教师候选人对课后观察会议上反馈的理解。在治疗组和对照组之间以及在治疗组和对照组之间比较了初步调查和回顾性调查的数据。研究结果表明，参加共同制定的目标制定活动的教师候选人（n = 9）比对照组的参与者（n = 9）更加自在地讨论他们的教学，并且在指导观察后会议的演讲和承担更高的责任上承担了更大的责任。 = 9）。但是，共同构建的目标设定协议并不支持对反馈的更好理解。