Date of Conferral

2021

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Caroline Crawford

Abstract

The problem at a West Coast university was that the university’s teacher education program lead faculty and teacher candidates stated they were concerned about the quality of feedback provided to teacher candidates who are assessed by clinical supervisors during their field-based experiences. The purpose of this qualitative study was to understand the perceptions and experiences of teacher candidates, clinical supervisors, and teacher education department (TED) faculty regarding the feedback process. The conceptual framework used for this study was Argyris’ theory of single-loop and double-loop learning to support the research question. The research question was focused on perceptions about the feedback process for evaluation of teacher candidates. A basic qualitative study design was implemented to explore perceptions and experiences of the feedback process according to three participant groups consisting of five TED faculty participants, five field-based clinical supervisor participants, and five teacher candidate participants. Data were analyzed through recorded transcriptions and journal notes to identify codes and themes. 19 codes and six overarching themes were identified within study findings. For the study project, a policy recommendation paper was created that may enhance positive social change by providing policy recommendations that enhance the process for evaluation of teacher candidates based upon study findings. This study may enhance positive social change by providing policy recommendations that enhance the process for evaluation of teacher candidates, potentially resulting in enhancing the quality of field-based evaluative feedback process between field-based supervisors and teacher candidates.

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