The Value of Feedback in an Early Field Experience: Peer, Teacher, and Supervisor Coaching

This study investigated the value of multiprong feedback to preservice teachers in an early field experience. The three sources of feedback were university supervisor, directing teacher, and peer coach. Thirty-four elementary education students beginning their final year were paired for placement with a classroom teacher. Qualitative data sources were peer coaching data forms, dialogue journals, and course evaluations. An anonymous survey yielded quantitative data. Students indicated they valued feedback from all three sources, though feedback from the two professionals (supervisor and teacher) was somewhat more valuable. The issues students asked their peers to give feedback on most often related to classroom management and pedagogy. It was concluded that paired placement of preservice teachers in an early field experience with a structured process of regular peer observation and feedback can be a valuable supplement to feedback from the directing teacher and university supervisor.