Abstract
We studied the improvement of the quality of student teachers’ lessons in interactive (story)book reading through the use of data-feedback on observed lessons. Variables regarding the optimal time use, the quality of instruction and the student teachers’ pedagogical relation with pupils were included in a one group pre-test post-test design. The student teachers were able to improve the quality of their lessons on four of the five variables within a period of five weeks. The application of data-feedback is a promising activity in the training of student teachers. Further research is needed to see whether the same results can be obtained in other topic areas of reading and to draw vast conclusions on the effects of the application of data-feedback.
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