Abstract
A few years ago, I attended a conference of the Dutch and Flemish Teacher Educators Association (VELON/VELOV conference). I listened to an interesting presentation of a teacher educator who talked about a self-study on her performance as a teacher educator. She spoke about her subject with passion and confidence, and it was clear that she had really improved her performance. I was impressed by her presentation. Hence, when there was an opportunity to participate in a self-study group in 2015–2016, I was really pleased! In joining this group, I expected that studying my performance as a teacher educator in a responsive group would help me to further develop my performance and my research skills, and in doing so, I expected to also develop my professional self-understanding (Berry 2009). As a teacher educator, I supported groups of students who had to conduct an action research study, while I had never done research myself after finishing my education many years ago. So I really wanted to experience myself what it was to do research and how it felt to receive feedback. I wanted to teach as I preached: to do research myself while I supported my students in their research.
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I translated this remark in English as I did with all the following remarks my students made in the questionnaire.
References
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Acknowledgements
I would like to thank my critical friends, Anita Buurman and Esther Arrindell, for their help with the analyses, and I would like to thank especially Mieke Lunenberg for her always stimulating, quick and very helpful feedback!
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Appendices
Appendices
Appendix 1: Questionnaire
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1.
What did you think of the amount of feedback? Not enough, just right or too much? Explain your answer if relevant.
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Was the feedback not detailed enough, just right or too detailed? Explain your answer if relevant.
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Was some feedback not clear for you? If your answer is ‘yes’, give an example and explain why it was not clear.
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What is the most important thing you learned about doing research until now?
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What is the most important thing you learned about yourself in doing research until now?
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What did you learn about the evaluation criteria for the research plan?
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How soon after you have sent in your work do you expect the feedback to be returned to you?
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How did you process the feedback? Be as precise as possible.
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What did you think of the ‘tone’ of the feedback? Did it make you feel discouraged or rather enthusiastic?
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When you read the feedback I have given you on your research plan, which comment(s) helped you most? Cite the comment and explain why. When you choose more than two comments, make a top three.
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What advice can you give me for giving feedback?
Appendix 2: Examples of All Kinds of Comments Taken from the Research Plan of the First Student of Cohort 2014–2015
Comments | Feedback, feed up, feed forward | Task (T), process (P), self -regulation (R), self (S) | Depth 1,2,3 | Telling /growth |
|---|---|---|---|---|
Your subject is interesting | FB | T | 1 | G |
It is very common that your research question is not immediately well formulated. Writing a research plan takes at least 30% of the total time | FU | R | 3 | G |
Also write an introduction of yourself and your school | FB | T | 2 | T |
This is interesting: so what do you really want to investigate? | FF | R | 2 | G |
Also try to explain here the relevance of ‘drama techniques’ in your lessons! | FF | P | 2 | T |
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Radstake, J. (2018). Stimulating Student Growth Through Written Feedback: A Self-Study on Supporting Students’ Research Projects. In: Ritter, J., Lunenberg, M., Pithouse-Morgan, K., Samaras, A., Vanassche, E. (eds) Teaching, Learning, and Enacting of Self-Study Methodology. Self-Study of Teaching and Teacher Education Practices, vol 19. Springer, Singapore. https://doi.org/10.1007/978-981-10-8105-7_14
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