Mathematics student teachers’ views on tutor feedback during teaching practice

Abstract

A group of students studying to become mathematics teachers were asked to comment on the tutor feedback they received during teaching practice (TP) and to offer suggestions aimed at improving this feedback. Analysis of the written data – which was collected through emails – suggests the need for: (i) all TP tutors to

provide good quality feedback; (ii) action aimed at deepening students’ understanding of feedback; and (iii) feedback improvement strategies that take into

consideration the students’ sense of practicality. The ensuing discussion serves to promote the idea that teachers-to-be can learn a lot about the constructive role of feedback when they observe their tutors managing successfully during TP the

inherent tensions between the formative and summative dimensions of assessment. This would require however a shift in pre-service teacher education from

simply ‘teaching by telling’ to also ‘teaching by example’.