Date of Award

3-2022

Document Type

Project

Degree Name

Doctor of Education (EdD)

Department

School of Education

First Advisor

Karen Buchanan, Ed.D.

Second Advisor

Eloise Hockett, Ed.D.

Third Advisor

Angel Krause, Ed.D.

Abstract

Despite receiving feedback from a university supervisor, student teachers often do not show responsiveness to that feedback. This phenomenological study examined the lived experiences of student teachers receiving feedback from their supervisors during a post-observation conference by using a framework of three conditions for learner improvement. The study aimed to enhance what student teachers valued, what they understood, and how they responded to their supervisors’ feedback. What they shared highlighted two significant factors influencing their responsiveness to feedback: (1) a knowledge of their learners and (2) a desire to be treated as professionals. These two factors determined whether they applied or rejected feedback and highlighted the student teachers’ varying degrees of professional development. This study revealed examples of student teachers who showed skills and dispositions of in-service teachers. Their individual goal setting and feedback-seeking behaviors illustrated a degree of professionalism not often expected in preservice teachers. Implications for this study focused on a need to develop independent self-monitoring skills throughout the educator preparation program, to develop emotionally supportive and professional relationships between student teachers and supervisors, and to use intentionality when pairing supervisors with student teachers.

Download

Included in

Education Commons

Share

COinS