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10 juillet 2023
- handle: 10670/1.2s1wlt
- isbn: 978-963-7031-04-5
- hal: hal-04420744
info:eu-repo/semantics/OpenAccess
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Trude Sundtjønn et al., « Facilitators’ feedback in a mathematics education course for practicing teachers », HAL-SHS : sciences de l'éducation, ID : 10670/1.2s1wlt
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In this paper we analyse and discuss mathematics facilitators’ feedback to practicing teachers’ written assignments, ‘missions’, where the practicing teachers write about observations from pupils’ work with mathematics. We used a framework with four categories; self, task, process and self-regulation levels (Kastberg et al., 2018), to analyse the three facilitators’ feedback to a total of 9 mission reports. The findings show that there were differences within the feedback practices of facilitators, especially the amount of feedback given in the categories self and process. We found that the facilitators gave zero feedback categorised as self-regulation in the analysed mission reports. There were variations within feedback coded with process, from one facilitator who used open reflective questions, to another facilitator who gave more suggestions for ways to build on the pupils’ work in a classroom setting.