Feedback in field experiences: interactions between university supervisors and student teachers

• Autores: Flores Gómez, Catherine, Villalobos-Vergara, Paula, Maturana Castillo , Daniela, Pérez, José Francisco
• Formato: artículo
• Fecha de Publicación: 2022
• Institución: Universidad Peruana de Ciencias Aplicadas
• Repositorio: Revistas - Universidad Peruana de Ciencias Aplicadas
• Lenguaje: español; inglés
• OAI Identifier: oai:ojs.revistas.upc.edu.pe:article/1577
• Enlace del recurso: https://revistas.upc.edu.pe/index.php/docencia/article/view/1577
• Nivel de acceso: acceso abierto
• Materia: formación de docentes; prácticas pedagógicas; retroalimentación; supervisión de docentes; treinamento de professor; práticas pedagógicas; retorno; supervisão do professor.; initial teacher education; pedagogical practices; feedback; teacher supervision

Introduction: The research sougth to identify the type the interventions produced between university supervisors and student teachers during feeback phase in practical training. Objetive: To analyse how interactions can promote reflection and autonomy of teacher in training. Method: Methodologically trained in a case stady two supervisors and ten student teachers from public university in the Chile participated. They were examined ten transcripts of video recordings were analyzed using Heron´s interpersonal relationships analysis framework for the description of feedback given by the supervisors. Results: The main findings accounts for two interventions areas in which the dialogue is centered: feeback focused on management skills and classroom procedures and predominantly directive feedback with the presence of non-directive interventions focused in giving support.