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Article
Building Capacity in Teacher Preparation with Practitioner Inquiry: A Self-Study of Teacher Educators’ Clinical Feedback Practices
Journal of Practitioner Research
  • Sherry Dismuke, Boise State University
  • Esther A. Enright, Boise State University
  • Julianne A. Wenner, Boise State University
Document Type
Article
Publication Date
1-1-2019
Abstract

This collaborative self-study of teacher educators’ feedback practices argues for an intentional process for teacher educators to develop an inquiry stance toward our own teaching. Data sources include formative observation forms, evaluations, observation notes, debriefings, surveys, researcher journals, and layered memos. Findings define influences and shared patterns of practice. Our professional learning from this self-study built our capacity as teacher educators by informing our development of an inquiry feedback cycle rooted in representations, approximations, and decomposition of practice (Grossman et al., 2009) to intentionally model and scaffold the development of an inquiry stance toward practice in our teacher candidates.

Creative Commons License
Creative Commons Attribution-Noncommercial 4.0
Citation Information
Sherry Dismuke, Esther A. Enright and Julianne A. Wenner. "Building Capacity in Teacher Preparation with Practitioner Inquiry: A Self-Study of Teacher Educators’ Clinical Feedback Practices" Journal of Practitioner Research (2019)
Available at: http://works.bepress.com/julianne_wenner/20/