Abstract
Effective and informative feedback is an essential part of learning and improving performance that is influenced by a number of issues, such as time constraints, ambiguous communication and emotional barriers (Hattie, 1998). Feedback should facilitate the learning process and the teaching performance. Accordingly, in this article we examine the “clean feedback” model developed by Walker and Doyle (2006) and explore its impact on the learning experiences of a purposeful sample of eleven beginning physical education teachers undertaking a one year postgraduate Qualified Teacher Status course at a post-92 university in the North West of England. After two days of staff and student training in using the model, the data in the form of lesson evaluations and self feedback were collected at staged time intervals during their second placement school. The findings indicate that the model has improved the students’ ability to give and receive both positive and negative feedback and to improve students self awareness and understanding of their own learning and teaching styles. The implications of our findings are discussed in relation to the observation and feedback of the beginning teachers and mentors might be improved on such courses for physical education trainee teachers.
Highlights
The context for this paper is that of teacher education
Students initially attended a two-day training programme where they were introduced to the principles of the clean feedback model
In order to learn about the clean feedback model, students received training on observation skills and being able to distinguish between information that was presented and inferred (Walker & Doyle, 2006)
Summary
The context for this paper is that of teacher education. The authors, as teacher educators, are involved in assessing student teachers who in turn will be assessing themselves and the young people they teach. Students initially attended a two-day training programme where they were introduced to the principles of the clean feedback model They were invited to reflect on their preferred patterns of teaching and learning and how this might impact on the process of giving and receiving feedback. This “clean feedback” model was designed by Caitlin Walker and Nancy Doyle of Training Attention in 2003. Rather than trying to decide things about the observee from example (s) of performance, the observer is giving a detailed account of the reaction to what was done or not done This shifts the perception of the feedback from objective to subjective, and means that whilst the feedback given is highly individual, it is representative of what other people might think. Intrinsic motivation can increase competence and the use of regular, specific feedback can enhance pupils progress (Kyriacou, 1998) and it can be argued that this can be the case within the teacher education context
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