Document Type

Article

Publication Date

2019

Abstract

This collaborative self-study of teacher educators’ feedback practices argues for an intentional process for teacher educators to develop an inquiry stance toward our own teaching. Data sources include formative observation forms, evaluations, observation notes, debriefings, surveys, researcher journals, and layered memos. Findings define influences and shared patterns of practice. Our professional learning from this self-study built our capacity as teacher educators by informing our development of an inquiry feedback cycle rooted in representations, approximations, and decomposition of practice (Grossman et al., 2009) to intentionally model and scaffold the development of an inquiry stance toward practice in our teacher candidates.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

Share

COinS