Investigating the Impact of Written Feedback on Preservice Teachers’ Noticing

Abstract

This aim of the study is to investigate to what extent a teacher educator's feedback about the assessment of preservice teachers’ teaching practices impacts on their noticing. It was conducted with preservice elementary mathematics teachers taking the Special Teaching Methods course, and a quasi-experimental post-test design was used. In order to measure preservice teachers’ noticing, a video-based post-test was used at the end of term. A rubric was developed to find out the preservice teachers’ noticing levels. Each preservice teacher was given scores for attending, interpreting, and suggestion-making, which added up to the total score for noticing. An independent t-test was conducted in order to see whether the difference between the experimental and control groups was statistically significant. Providing written feedback on the written assessment of preservice teachers’ teaching practices was found to have a positive impact on their noticing.