ABSTRACT

Teacher educators’ practices include providing written feedback to preservice teachers. Aims of written feedback include providing information to preservice teachers about their ideas and practices as well as sustaining ongoing relationships. In this article we argue that factors mediating written feedback practice support the informational purposes of feedback while displacing time and space for relational purposes. This argument stems from our self-study using dialogic analysis of three mathematics teacher educators’ conversations and narratives about our written feedback. Analysis of our narratives and transcripts of conversations focused on written feedback practice through the lens of relational teacher education. We found three factors that mediated our written feedback practices: our mathematics identities, assignment structures, and accreditation. To illustrate the factors we share three vignettes crafted from transcripts of conversations and narratives of our written feedback. These themes, while unique to our contexts, illustrate ways teacher educators’ explicit values and goals for teaching about teaching can be crowded out by unexamined factors living within enactments of professional practice. Our findings are contextually bound, but coupled with other self-studies of written feedback illustrate that written feedback practice is informed by teacher educators’ values and context.

摘要

教师教育者的做法包括向职前教师提供书面反馈。书面反馈的目的包括向职前教师提供有关其思想和做法的信息，以及维持持续的关系。在本文中，我们认为调解书面反馈实践的因素支持反馈的信息目的，同时为了关系目的而转移时间和空间。这种论证源于我们对三位数学老师的对话和关于我们书面反馈的叙述进行对话分析后的自学。对我们的谈话叙事和笔录的分析着重于通过关系型教师教育的角度进行书面反馈实践。我们发现了三个因素可以介导我们的书面反馈实践：我们的数学身份，作业结构，和认证。为了说明这些因素，我们分享了三种谈话内容，这些谈话内容是根据谈话记录和书面反馈的叙述制作而成。这些主题虽然对于我们的情况而言是唯一的，但它们说明了教师教育者的明确价值观和教学目标可以被生活在专业实践中的未经审查的因素所挤出。我们的发现受到上下文的限制，但结合书面反馈的其他自我研究表明，书面反馈实践是受教师教育者的价值观和背景所启发的。说明教师教育者的明确价值观和教学目标如何被生活在专业实践之内的未经审查的因素所挤出。我们的发现受到上下文的限制，但结合书面反馈的其他自我研究表明，书面反馈实践是受教师教育者的价值观和背景所启发的。说明教师教育者的明确价值观和教学目标如何被生活在专业实践之内的未经审查的因素所挤出。我们的发现受到上下文的限制，但结合书面反馈的其他自我研究表明，书面反馈实践是受教师教育者的价值观和背景所启发的。