Practice teaching or a student teaching is a process through which a student-teacher secures guided experiences as a preparation for all aspects of his professional career. The process of feedback is an important dimension in practice teaching. The main function of giving feedback is to provide data about the individual's teaching study, teaching skills, different acts of behaviours and its effect on others. Through the feedback, the student-teachers can know their positive and negative areas observed in their practicing lessons and thereby improving their practice lessons. Therefore, keeping in mind the importance of feedback in practice teaching, the authors of this paper attempted to study the reactions of student-teachers about the feedback system adopted by the Department of Education (CASE), The M. S. University of Baroda. All 180 student-teachers enrolled during the year 2011-12 were constituted as a sample and a constructed reaction scale was implemented. This book highlights the major findings, its discussion and implications for the teacher training.
Table of Contents
CHAPTER I CONCEPTUAL FRAMEWORK
1.1 Introduction
1.2 Meaning of Practice Teaching
1.3 Objectives of Practice Teaching
1.4 Practice Teaching Programme at Department of Education (CASE)
1.5 Feedback and Practice Teaching Programme
1.6 Functions of Feedback
1.7 Importance of Feedback
1.8 Reactions towards Feedback
1.9 Rationale
1.10 Research Questions
1.11 Statement of the Problem
1.12 Objectives of the Study
1.13 Explanation of the Term Used
1.14 Operational Definition of the Term Used
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Introduction
2.2 Review of Related Literature
2.2.1 Studies related to Practice Teaching
2.2.2 Studies related to Micro-teaching
2.2.3 Studies related to Feedback
2.2.4 Studies carried out on B. Ed. Student-teachers of the Department of Education (CASE), the M. S. University of Baroda
2.3 Major Observations and Implications for the Present Study
CHAPTER III METHODOLOGY OF THE STUDY
3.1 Introduction
3.2 Methodology of the Study
3.2.1 Research Design
3.2.2 Population
3.2.3 Sample
3.3.4 Tools
3.4 Data Collection
3.5 Data Analysis
CHAPTER IV DATA ANALYSIS AND INTERPRETATION
4.1 Introduction
4.2 Analysis of Reaction Scale
4.3 Analysis of the Reaction of the Student Teachers of the M. S. University of Baroda Towards Feedback about the Practice Teaching
4.4 Analysis of the Open Ended Questions
4.4.1 Satisfaction of the student teachers with Feedback Provided during Practice Teaching
4.4.2 Helps from Feedback to the student teachers in Improving Practicing Lessons
4.4.3 Affection of Feedback in student teachers’ Practicing Lessons
4.4.4 Suggestions of student teachers for Improvement in Feedback
CHAPTER V MAJOR FINDINGS, CONCLUSION AND SUGGESTIONS
5.1 Introduction
5.2 Major Findings
5.3 Discussion
5.4 Implications of the Study
5.5 Conclusion
5.6 Suggestions for Further Studies
CHAPTER VI SUMMARY
6.1 Introduction
6.2 Statement of the Problem
6.3 Objectives of the Study
6.4 Explanation of the Term Used
6.5 Operationalization of the Term Used
6.6 Methodology of the Study
6.6.1 Research Design
6.6.2 Population
6.6.3 Sample
6.6.4 Tools
6.7 Data Collection
6.8 Data Analysis
6.9 Major Findings
6.10 Discussion
6.11 Implications of the Study
6.12 Conclusion
6.13 Suggestions for Further Studies
Objectives and Research Themes
This study aims to investigate the perceptions and reactions of B.Ed. student-teachers towards the feedback system implemented during practice teaching at the Department of Education (CASE), The M. S. University of Baroda. By analyzing student feedback, the research seeks to identify how this supervisory process influences teaching effectiveness and to gather insights for system improvement.
- Evaluation of the existing feedback system in practice teaching.
- Analysis of student-teacher satisfaction with supervisory feedback.
- Assessment of the role of feedback in improving teaching skills and classroom management.
- Identification of challenges and suggestions for improving the feedback mechanism.
Excerpt from the Book
1.1 Introduction
The main aim of teacher education curriculum is to prepare teachers who could efficiently carry out the school education programme. A teacher after his/her training should be better, equipped to achieve the objectives of school education. In a teacher education course, practice teaching is an integral part which is the effective way of acquiring teaching skills that a teacher needs. In the words of Education Commission (1964-66), “The quality of training institutions remains, with a few exceptions either mediocre or poor, competent staff are not attracted, vitality and realism are lacking in the curriculum and programme of work which continue to be largely traditional and set patterns and rigid techniques are followed in Practice Teaching with a disregard for present day needs and objectives”. The Secondary Education Commission (1952-53) also stated that, “Teaching Methods should aim less at imparting the maximum quantum of knowledge possible and more on training students in the techniques of study and methods of acquiring knowledge through personal effort and initiatives, and the teacher trainees should receive training in one or more of the various co-curricular activities”. Moving further to the Education Commission (1964-66), the commission observed that student teachers are commonly required to give a specified number of isolated lessons, many of which are often unsupervised or ill-supervised.
Chapter Summaries
CHAPTER I CONCEPTUAL FRAMEWORK: Provides an overview of the role and objectives of practice teaching within teacher education and defines the feedback system.
CHAPTER II REVIEW OF RELATED LITERATURE: Examines previous research on practice teaching, micro-teaching, and feedback methods to establish a rationale for the study.
CHAPTER III METHODOLOGY OF THE STUDY: Details the research design, population, sample characteristics, and the tools (reaction scale and questionnaire) used for data collection.
CHAPTER IV DATA ANALYSIS AND INTERPRETATION: Presents the quantitative analysis of the reaction scale and the qualitative content analysis of open-ended student responses.
CHAPTER V MAJOR FINDINGS, CONCLUSION AND SUGGESTIONS: Summarizes the key results, discusses implications for teacher training, and offers suggestions for future research.
CHAPTER VI SUMMARY: Provides a comprehensive overview of the research, revisiting the objectives, methodology, major findings, and conclusions.
Keywords
Practice teaching, student-teachers, feedback system, supervisory feedback, teacher education, teaching skills, classroom management, reaction scale, pedagogical content, micro-teaching, teacher effectiveness, formative assessment, instructional skills, student perception, observational feedback.
Frequently Asked Questions
What is the primary focus of this research?
The research focuses on evaluating the feedback system adopted by the Department of Education (CASE) at The M. S. University of Baroda, specifically from the perspective of B.Ed. student-teachers undergoing practice teaching.
What are the core thematic areas?
The core themes include the impact of feedback on teaching performance, student-teacher satisfaction with supervisors, the role of peers in the feedback loop, and suggestions for improving the existing supervisory practices.
What is the main objective of the study?
The primary objectives are to construct a scale to measure reactions towards the feedback system and to empirically measure the reactions of the B.Ed. students towards this system.
Which methodology was employed for this research?
The study utilized a descriptive research design. Quantitative data were collected using a five-point Likert-type reaction scale, while qualitative data were gathered through open-ended questions.
What does the main body of the work cover?
The work covers a conceptual framework of practice teaching, a comprehensive review of related literature, the methodological approach for the study, detailed analysis of the feedback reactions, and final findings with actionable suggestions.
How can this work be characterized by keywords?
The study is characterized by terms such as practice teaching, student-teachers, feedback system, teacher education, teaching effectiveness, and supervisory feedback.
Are student-teachers generally satisfied with the feedback they receive?
The study found that a majority of the 144 respondents (77.77%) were satisfied with the feedback provided by their supervisors.
What were the main reasons for dissatisfaction among some students?
Dissatisfaction stemmed from perceived negative or harsh feedback, lack of regularity, and inconsistency in feedback when supervisors changed, which caused confusion regarding reliable teaching practices.
- Arbeit zitieren
- Hemendra Mistry (Autor:in), 2013, Feedback about Practice Teaching, München, GRIN Verlag, https://www.hausarbeiten.de/document/334489
