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Supporting Teacher Candidates' Sense-Making of Field Instructors Feedback Through Co-constructed Goal-Setting
2018
Journal of Teaching and Learning
The purpose of this study was to discern if teacher candidates and their university-based field instructors engagement in co-constructed goal-setting activities would better support teacher candidates' understanding of feedback delivered during post-lesson observation conferences. Data from preliminary and retrospective surveys were compared within and across treatment and control groups. Findings showed that teacher candidates (n = 9) who participated in co-constructed goal-setting activities
doi:10.22329/jtl.v12i1.5075
fatcat:mnvy2vk54rhc3egiwbylifiji4