The use of keywords for delivering immediate performance feedback on teacher competence development

Karel Kreijns, Wim Jochems, Nele Coninx

    Research output: Contribution to journalArticlepeer-review

    Abstract

    Literature shows that feedback that is specific, immediate and goal-oriented is effective on (pre-service) teachers’ performance. Synchronous coaching gives this kind of feedback. Due to immediateness of feedback, pre-service teachers can suffer from cognitive load. We propose a set of standardised keywords through which this performance feedback can be delivered – each keyword acts as a summary for the feedback message. The construction and the selection of the keywords is aimed at the reduction of message ambiguity, while at the same time a low level of cognitive load on the pre-service teacher must be maintained. An in vivo pilot-study with 40 respondents (pre-service teachers and their coaches) supported our hypothesis that usage of such sets of standardised keywords will mitigate the levels of ambiguity and cognitive load. These findings and other considerations for additional research using immediate performance are addressed.
    Original languageEnglish
    Pages (from-to)164-182
    Number of pages19
    JournalEuropean Journal of Teacher Education
    Volume36
    Issue number2
    Early online date24 Sep 2012
    DOIs
    Publication statusPublished - 2013

    Keywords

    • performance feedback
    • BIE device
    • pre-service teachers
    • cognitive load
    • ambiguity

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