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首页> 外文期刊>Journal of mathematics teacher education >Characterizing mathematics teacher educators' written feedback to prospective teachers
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Characterizing mathematics teacher educators' written feedback to prospective teachers

机译：表征数学教师教育者对潜在教师的书面反馈

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Mathematics teacher educators' (MTEs') written feedback is an instantiation of teaching practice and provides information to support the developing understanding of prospective teachers (PTs), yet no research has been undertaken to characterize such feedback. Research on feedback forms, including written feedback, has focused on information provided to learners that draws attention to different components of their performances or understandings, such as elements of the task and processes used to complete it. While no models of feedback or feedback systems prescribe what feedback should contain, factors that researchers have identified as impacting performance or understanding under some conditions have been identified. To explore MTEs' written feedback as an instantiation of practice and to characterize such feedback, we used a self-study methodology to analyze three MTEs' written feedback to PTs regarding their responses to students, including the process of attending to and using learners' mathematics in responses to written work. Findings showed MTEs used some practices described as effective feedback by building on to PTs' feedback to mathematics-learners. Yet they also provided feedback described as less than effective, such as redirecting PTs to attend to elements in students' work not addressed by the PTs but perceived by MTEs as important to address. In addition, findings illustrated that MTEs provided little feedback on PTs' self-regulation. We argue that if MTEs' written feedback is meant to serve as an instantiation of practice as well as provide information to PTs about their feedback practice, MTEs should explore their feedback so that the model provided operates as they intend.
机译：数学教师教育者（MTES）书面反馈是教学实践的实例化，并提供资料，以支持对未来教师（PTS）的发展理解，但没有进行研究以表征此类反馈。关于反馈表格的研究，包括书面反馈，专注于向学习者提供的信息，以提请注意其表演或理解的不同组成部分，例如用于完成它的任务和流程的元素。虽然没有反馈或反馈系统的模型规定了应包含的反馈意见，研究人员已经确定为在某些条件下被确定为影响性能或理解的因素。探索MTES的书面反馈作为实践的实例化并表征此类反馈，我们使用了一个自学方法，分析了对学生的回应的三个MTE的书面反馈，包括参加和使用学习者数学的过程在对书面工作的回答中。调查结果显示MTES通过建立对数学 - 学习者的反馈来使用描述为有效反馈的一些实践。然而，它们还提供了表现为少于有效的反馈，例如重定向PTS以PTS未解决的学生工作中未解决的学生工作中的元素，但是MTE对地址很重要。此外，发现MTES提供了对PTS自调节的反馈很少。我们认为，如果MTES的书面反馈意味着作为实践的实例化，并且向PTS提供关于他们的反馈实践的信息，则MTE应该探讨他们的反馈，以便在他们打算时提供的模型运行。

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