“How do you think it went?”:udAn Exploratory Study of Cooperating Teacher Feedback about Preservice Teachers' Literacy Instruction

摘要

This study examines the nature of discourse about literacy instruction that occurs within the field placement. Using a comparative case study design within three first and second grade classrooms, participants conducted four read-aloud lessons over the duration of the study. Written and verbal post-lesson conference feedback were analyzed for evidence of discussion about high quality read-aloud instruction. The findings suggest that cooperating teachers provided limited feedback about literacy instruction; however, with the implementation of a feedback tool in the second phase of the study, post-lesson discussion with preservice teachers about the features of a high quality read-aloud lesson was more prevalent. These results suggest that cooperating teachers and preservice teachers may benefit from an explicit focus on feedback and that university supports in the form of a feedback tool may be one way to emphasize, and thus improve, knowledge about literacy instruction.