Peer+Feedback+for+Elementary+Education+Candidates



Sarah Bankert EDU 713 October 11, 2011

Reference:

Ainsworth, J., Shin, E. & Wilkins, E. A. (2009). The Effects of Peer Feedback Practices with Elementary Education Teacher Candidates. //Teacher Quarterly Spring,// 79- 93.

Friend, M., & Cook, L. (2007). //Interactions: Collaboration skills for school professionals// (5th edition). Boston, MA: Allyn & Bacon.

Introduction The authors of //The Effects of Peer Feedback Practices with Elementary Education Teacher Candidates// investigate whether peer feedback affects student’s professional growth. They are seeking to find out, “How did the peer feedback practices teacher candidates give and receive affect their professional development during successive clinical experiences? With a focus on, to what extent did teacher candidates’ comments and responses change and/or stay consistent during their successive clinical experiences (Ainsworth, Shin & Wilkins, 2009).” The researchers believe that ongoing, immediate feedback could enhance candidates’ professional growth. With the implementation of IDEA in 2011 schools are expected to be preparing highly qualified teachers to enter the workforce. The researchers feel an effective way to help accomplish this goal is to experiment with peer feedback and see what success it can bring to elementary education teaching candidates. The Project The researchers were gathering data from students who were elementary education teaching candidates. Students were selected from a pool of 150 students. The students were trying to determine if peer feedback is effective with elementary education teaching candidates during clinical semesters. Students participated in four professional semesters while in their teaching program. During their two clinical semesters the students conducted observations of each other as well as worked with cooperating teachers. The students participated in discussions for each observation as well as collected date pertaining to the observation. Before completing the study five students were chosen at random to participate in an interview about the peer feedback process. All students participated in a final survey. The data was then compiled and analyzed by the researchers.

Method Sixty-Four Elementary Education candidates, predominately Caucasian females participated in this research project. The students took part in pre-observations, observations and post-observations to determine if peer feedback is effective with elementary education teacher candidates. The students observed each other using a variety of checklists and then had productive conversations involving constructive criticism and positive feedback. Their cooperating teachers oversaw the entire process and had to sign off at the end of each observation. The data was collected and coded into like groups by topics or concepts. The chi-square and Mann-Whitney U tests were both used to analyze the data between the two clinical semesters. Results The research found that peer feedback does enhance initial teachers preparation and also encourages their professional practice. It was found that through peer feedback students were able to improve their reflection practices, develop a greater professional confidence and learn to focus on student learning. Students also found the peer feedback less stressful and non-threatening. The students gained a great deal by watching their peers teach which in turn helped them to learn and think about their own teaching practices. The research also found that there were 18% of students who did not find the peer feedback helpful. These students felt as if they would have preferred feedback from experts and found that is was too challenging logistically to coordinate the observations. Discussion, Implications and Recommendations The findings of this study were broken down into two parts. The first part shared the difference between the first semester and the second while the second part shared the commonalities. The students were able to grow over the two semesters. The differences between semesters included feedback on lesson delivery in first semester to valuing collaboration in second semester. In the second part, the researchers found that students found the peer feedback beneficial, helpful, less stressful and insightful.

Although the authors are supportive of the idea of peer feedback with teacher candidates they also felt that the lack of experience that the teacher candidates had with providing quality feed back was challenging. This may have resulted in limited or misleading feedback. The authors also felt that the small population of students who were interviewed (5 students) may have also limited the results. A greater pool of participants may have produced more valid data. My Thoughts I believe that this research study is very practical and beneficial to elementary administrators and professors in the elementary education field. The way the study was set up models the North Carolina Teacher Evaluation. The more practice students are able to have with the evaluation tool before they enter there own classroom the better they will understand what is being asked of them as a teacher. I also agree that one of the best ways to learn is by observing other teachers. I do feel as if the candidates need to observe their peers but also observe veteran teachers as well.

When reading the research I felt uneasy about two different aspects. First the fact that only five students were interviewed about the process out of sixty-four students. I feel to have more valid information, that more students should have been selected. Also, the fact that the students were able to choose who was their peer observer was not the best practice. Students could have easily chosen their best friend, which could have skewed the data. Connections to Course Material (focus on one aspect) Friend and Cook (2007) focus on collaboration. They define collaboration as “a style for direct interaction between at least two co-equal parties voluntarily engaged in shared decision making as they work towards a common goal.” The elementary education candidates were working together collaboratively each time they had a pre conference and a post conference. The students were co-equals. If they had been discussing with a cooperating teacher this piece would not be true because the cooperating teacher would have more power than the teaching candidate. The students were working together towards a common goal. All of the teaching candidates were working towards improving their teacher practices, focusing on student learning, and growing as professionals. Collaborating is large portion of an effective educator. Having teaching candidates practice and learn this skill from the early stages in their career should be a practice for all Universities.