150
This comment is consistent with another final-year preservice teacher who wrote:
‘I wasn’t really aware that I was supposed to be discussing evidence showing reach-
ing the standards with my teacher’.
The majority of teacher educators, supervising teachers, school coordinators and
preservice teachers agreed, or strongly agreed, that the rubric was used as a refer-
ence to identify and communicate specific feedback needed by the preservice
teacher as part of post-lesson evaluations (see Table 9.8).
It is noteworthy that 46.2 % of fourth-year preservice teachers disagreed, or
strongly disagreed, that the rubric was used as a reference to identify and communi-
cate specific feedback the preservice teacher needed as part of post-lesson evaluations.
One third-year preservice teacher expressed frustration because her supervising
teacher did not use the rubric, and this meant that she was unable to connect the
general feedback she received on lessons to her development for specific focus
areas. Thus, using the rubric to provide feedback increased its utility relevance.
Table 9.7 The rubric was useful to guide conversations with preservice teachers and their
supervising teacher to discuss and plan how they could produce evidence aligned with specific
focus areas
GroupStrongly
disagree Disagree Neutral AgreeStrongly
agree Total
Teacher educators 0% 0% 6.67% 46.67% 46.67% 15
(0) (0) (1) (7) (7)
Supervising teachers 0% 1.09% 15.22% 58.70% 25.00% 92
(0) (1) (14) (54) (23)
School coordinators 0% 0% 0% 52.38% 47.62% 21
(0) (0) (0) (11) (10)
Fourth-year preservice
teachers7.69% 23.98% 15.38% 30.77% 23.08% 13
(1) (3) (2) (4) (3)
Third-year preservice
teachers0% 20.00% 35.00% 40.00% 5.00% 20
(0) (4) (7) (8) (1)Table 9.8 The rubric was used as a reference to identify and communicate specific feedback the
preservice teacher needed as part of post-lesson evaluations
GroupStrongly
disagree Disagree Neutral AgreeStrongly
agree Total
Teacher educators 0% 0% 6.67% 66.67% 26.67% 15
(0) (0) (1) (10) (4)
Supervising teachers 0% 8.70% 9.78% 58.7% 22.83% 92
(0) (8) (9) (54) (21)
School coordinators 0% 4.76% 9.52% 57.14% 28.57% 21
(0) (1) (2) (12) (6)
Fourth-year preservice
teachers23.08% 23.08% 0% 38.46% 15.38% 13
(3) (3) (0) (5) (2)
Third-year preservice
teachers15.79% 10.53% 21.05% 52.63% 0% 19
(3) (2) (4) (10) (0)T.-A. Sweeney and B. Nielsen