Alternative Feedback Approaches for Improving Student Teachers' Classroom Instruction

Abstract

Freiberg and Waxman describe three approaches for providing feedback that have not been widely used but have great potential for improving the class room instruction of preservice teachers. The methods include: (a) feedback from pupils, (b) systematic feedback from classroom observation systems, and (c) self-analysis of classroom lessons. The authors argue that these feedback ap proaches, individually or collectively, provide student teachers, cooperating teachers, and university supervisors with excellent data for strengthening the preservice teaching experience.