In a preservice teacher’s brief time as a student teacher, feedback between the student and his or her cooperating teacher and university supervisor is intended to be formative and allow for adjustments in pedagogy and continued development of a teaching identity. However, trust or lack of trust within this triad can influence any of the member’s response to feedback. Without trust, giving or receiving feedback may break down and hinder the preservice teacher’s progress. By considering three examples of student teaching experiences where the interplay of trust and feedback adversely affected a student teacher’s progress, this essay argues for more intentional practices of creating trusting relationships within an education preparation program. Specifically, a teacher education program must work to develop trust within the student teaching support triad through careful screening and selecting of mentors, training university supervisors to balance formative feedback and evaluation, and providing feedback with specific action steps.
Rich, K. M. (2020). Trust and Feedback in a Student Teaching Support System. International Christian Community of Teacher Educators Journal, 15(2). Retrieved from https://digitalcommons.georgefox.edu/icctej/vol15/iss2/5