Feedback is essential for the transformation and development of new teachers. This action research study explored perceptions of feedback givers/receivers in the development of essential teaching skills in a new co-teaching model. Outcomes informed programmatic changes to teacher education trainings and protocols. The research team included teacher education faculty, including the program leader (author 1), faculty (author 2) and K-12 teacher leader (author 3). Student teachers (6), cooperating teachers (7), and university supervisors (3) participated in semi-standard interviews and close-ended surveys. Responses were analyzed for feedback content, frequency, timing, effectiveness, reception and application. Three key components of the feedback process were identified: Goals (What), Relationship (How), and Effect (Change). The relationship between the student teacher receiving and the supervisor providing the feedback significantly influenced student teacher perception and application of feedback. Resulting programmatic changes include cooperating teacher selection criteria, co-teaching training, regular triad team meetings, and rubric-based feedback protocols.

Author Biography

Noelle Won is the Department Chair of Teacher Education at CSU Stanislaus. She teaches courses in mathematics methods in the Multiple Subject Credential Program, and is a former elementary school teacher. Kimy Liu teaches courses in the Education Specialist Program at CSU Stanislaus. Debra Bukko is the Director of the Educational Leadership Program at CSU Stanislaus, and a former associate superintendent of a partnering school district.

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