How Pre-service Teachers Use Feedback in Their Reading Comprehension Instruction: A Case Study

This 5-week case study research used qualitative methods to understand and study the relationship between feedback from course instructors and supervisors, and how it is used in comprehension instructional choices by eight pre-service teachers. The following research questions directed this research: (1) What is the role of feedback in pre-service teachers’ reading comprehension instruction? (2) What perceptions do pre-service teachers have about feedback from instructors and supervisors about their reading comprehension instruction? (3) Where are pre-service teachers getting their feedback about their reading comprehension instruction? and (4) How do pre-service teachers use instructional feedback for instructional planning when teaching reading comprehension strategies? This study examined feedback from supervisors, given to pre-service teacher about their reading comprehension instruction to students in a clinical setting. Analysis methods utilized triangulation of pre-service teacher pre-study surveys, lesson plans, reflective notes, and interviews to complete the qualitative data collection. After data from each participant was analyzed independently, the data was triangulated among participants to capture common themes and establish findings. Four major findings emerged from this research (1) All participants expressed the need for more constructive feedback and supervising feedback opportunities in their Teacher Education Program, (2) the majority of participants indicated that the majority of the feedback they receive does not come from University personnel or instructors, (3) the majority of participants expressed a disconnect with supervisors, and (4) all participants expressed that timing was the most important role in the feedback process. After a cross participant analysis, it was found that consistent, timely and constructive feedback from supervisors was most effective in helping PSTs make instructional choices and lesson planning decisions. When given this kind of constructive feedback, the collaborative opportunities of feedback teach effective and efficient methods; providing PSTs with the skills to deliver high quality reading instruction to their students. Taking into consideration the results, the following recommendations for university personnel and supervisors were made (1) consider the development and implementation of formal training programs in supervising for faculty, (2) set supervisor feedback expectations, (3) limit supervision load of supervisors, (4) provide ample supervision opportunities, and (5) conduct ongoing assessments of PST learners’ development and understanding in the program