6.3 Engage colleagues and improve practice

Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.

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In 2009, a study was conducted by Moody to investigate the main elements that contribute to positive and successful practicums of pre-service teachers. Of the four key factors revealed, the provision of specific and constructive feedback was found to be of paramount importance. While general feedback supports the behaviour of pre-service teachers, it does not contain the added benefits of specific feedback, such technical qualities and relevant information, which are required to provide positive change (White, 2008). To strengthen the effects of teacher feedback, pre-service teachers should engage in ongoing critical reflection and learning (Daniel, Auhl, & Hastings, 2013). Critical reflection enacted by pre-service teachers typically includes daily personal reflection, such as a journal with guidelines and a suggested reflection framework. When properly designed, reflective frameworks are able to shift student teachers into higher levels of cognitive activity and positively influence their teaching behaviours (White, 2008). Collaborative reflection with colleagues on policy and practice should also occur. Engaging in reflective processes enables educators to refine their practice, supports continuous development of effective pedagogy and best practice. Given the significance of critical reflection, it should ideally be embedded as part of everyday professional practice (Daniel, Auhl, & Hastings, 2013). Students are not passive recipients of feedback; they have their own cognitive schemes to interpret learning situations, and thus they interpret, accept, reject, or ignore feedback based on their own judgment. If the perspectives of the teacher and pre-service teacher are not aligned, this can create tension and conflict (Pokorny & Pickford, 2010).

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The use of technological devices, such as video recording, has been found to greatly enhance the reflective practices of pre-service teachers. Video recordings capture accurate recounts of classroom practices which allows teachers to self-critique through targeted reflection, challenge teacher assumptions, and create stronger links between, theory, beliefs and practice. Videos also provide opportunities for pre-service teachers to engage in collaborative discussions and develop mutual understandings with mentors and supervisors regarding effective practices and children’s behaviour (Kennedy & Less, 2015).

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The above quote is a belief I have held throughout my entire life. Yet, I have only come to appreciate its true significance while completing my professional practice placements. Every practicum, I have had the privilege of being mentored by supportive, highly qualified, expert teachers. Knowing the magnitude of their experience and depth of professional teaching knowledge, understanding and skills, I was always eager to receive feedback and consequently created many opportunities to gain written and verbal feedback. Through my self-evaluation journal I was able to reflect on my teaching experiences and process the feedback provided by my mentors and supervisors. During my second professional practice I employed video recording to help me in my reflective practice. Reviewing my lessons helps to perform a more thorough evaluation of my teaching during reflections. The suggested improvements were then integrated into my planning and applied during future instruction. My ability to apply constructive feedback to improve teaching practices is reflected in the concluding report comments from my mentors:

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References

Daniel, G. R., Auhl, G., & Hastings, W. (2013). Collaborative feedback and reflection for professional growth: preparing first-year pre-service teachers for participation in the community of practice. Asia-Pacific Journal of Teacher Education, 41(2), 159-172. Retrieved from Taylor & Francis Online.

 

Kennedy, A. S., & Lees, A. T. (2015). Preparing undergraduate pre-service teachers through direct and video-based performance feedback and tiered supports in early head start. Early Childhood Education Journal, 44(4), 369-379. Retrieved from SpringerLink.

 

Moody, J. (2009). Key elements in a positive practicum: insights from Australian post-primary pre-service teachers. Irish Educational Studies, 28(2), 155-175. Retrieved from Tayalor & Francis Online.

 

Pokorny, H., & Pickford, P. (2010). Complexity, cues and relationships: Student perceptions of feedback. Active Learning in Higher Education, 11(1), 21-30. Retrieved from SAGE Journals.

 

White, S. (2008). Investigating the effective feedback practice for pre-service teacher education students on practicum. Teaching Education, 18(4), 299-311. Retrieved from Taylor & Francis Online.

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