师范生教育实习中的反馈研究:议题、方法与启示
|
摘要
指导教师对师范生教育实习的反馈是促进师范生实践技能提升的最直接和最根本的途径。本文以国内外师范生教育实习反馈的实证研究文献为数据,采用文献分析法对63篇文献进行编码分析,揭示教育实习反馈研究的主要议题和方法。研究发现:现有教育实习反馈研究主要关注:(1)实习反馈目的、形式、标准和工具;(2)师范生对教育实习反馈的认识与态度;(3)学校指导教师(school mentor)和大学指导教师(university supervisor)的反馈特点与效果;(4)师范生、大学指导教师和学校指导教师的三者关系。在研究方法上,教师实习反馈研究主要采用质化研究,混合研究逐渐受到重视。基于对实证文献的文本分析,本研究认为应构建基于信任关系的有效实习反馈支持系统,真正发挥教育实习在师范生成长中的关键作用:第一,以人际信任为核心,形成师范生、学校指导教师和大学指导教师三方稳固关系,营造出良好互动环境,提升实习指导反馈的实效;第二,关注师范生群体内部及个体的信任关系,重视同伴反馈和自我反馈;第三,有效的制度支持以保障教育实习主体间的良性互动关系。另外,本研究认为需大力加强我国情境中的教育实习的反馈研究,未来研究应在多学科理论支撑的基础上,拓展研究内容,运用多种研究方法,探究教育实习反馈的多元议题。
Feedback from school mentors and university supervisors on student teachers' teaching practicum is the most crucial and fundamental way to enhance student teachers' pedagogical skills, and promote their teaching efficacy and professional development. This review article selects empirical studies on feedback on teaching practice conducted in the past three decades and adopts content analysis approach to analyze 63 relevant articles, with the main focus on the research themes, content as well as the methodologies. The review reveals four major emerging themes in those published literature:(1) the purposes, standards, forms and tools of feedback;(2) student teachers' understanding of and attitude towards supervisory feedback;(3) the characteristics and effects of feedback from university supervisors and school mentors;(4) the triangular relationship among student teachers, university supervisors and school mentors in teaching practicum. While mixed methods have drawn attention gradually, the extant studies mainly adopted qualitative method.
Feedback from school mentors and university supervisors on student teachers' teaching practicum is the most crucial and fundamental way to enhance student teachers' pedagogical skills, and promote their teaching efficacy and professional development. This review article selects empirical studies on feedback on teaching practice conducted in the past three decades and adopts content analysis approach to analyze 63 relevant articles, with the main focus on the research themes, content as well as the methodologies. The review reveals four major emerging themes in those published literature:(1) the purposes, standards, forms and tools of feedback;(2) student teachers' understanding of and attitude towards supervisory feedback;(3) the characteristics and effects of feedback from university supervisors and school mentors;(4) the triangular relationship among student teachers, university supervisors and school mentors in teaching practicum. While mixed methods have drawn attention gradually, the extant studies mainly adopted qualitative method.
引文
[1][9] Al Sohbani, Y. A. Prospective EFL Teachers' Perception of the Teaching Practice Experience at AUST[J]. Arab World English Journal, 2012(4): 195-213.
[2][4] Guyton, E. & McIntyre, D. Student Teaching and School Experiences[A]. Houston, W. R., Haberman, M. & Sikula, J. Handbook of Research on Teacher Education[C]. New York: Macmillan, 1990.
[3][12] 吴喜艳.教育实习对英语师范生教学效能信念影响的质性研究[J].山东外语教学,2018(2): 46-56.
[5][11][13] 张晓辉,闾邱意淳,赵宏玉,齐婷婷,李庆安.教育实习对师范生职业发展的影响: 基于典型个案的质性研究[J].教师教育研究,2018(5): 46-52.
[6] 中共中央国务院.关于全面深化新时代教师队伍建设改革的意见[EB/OL]. http://www.gov.cn /xinwen /2018-01 /31 /content_5262659.htm. 2018-1-31/2018-2-5.
[7] 李斌辉,张家波.师范生教育实习的风险及规避[J].教育发展研究,2016(10): 33-40.
[8] 吕立杰,闫宏迪.师范生成长特性考察及理念探析[J].教育发展研究,2012(15): 57-61.
[10] 李碧珍.见习期教师的课堂教学困境与对策[J].福建基础教育研究,2016(7): 39-41.
[14] Yuan, R. & Mak, P. Reflective Learning and Identify Construction in Practice, Discourse and Activity: Experience of Pre-service Language Teachers in Hong Kong[J]. Teaching and Teacher Education, 2018(8): 205-214.
[15] 张晓辉,赵宏玉.实习教师支持对师范生职业效能、职业认同及职业承诺的作用[J].教师教育研究,2015(6): 52-58.
[16][26][45][97] Ali, H. I. H. & Al-Adawi, H. A. Providing Effective Feedback to EFL Student Teachers[J]. Higher Education Studies, 2013(3): 21.
[17] Smyth, J. A Teacher Development Approach to Bridging the Practice-Research Gap[J]. Journal of Curriculum Studies, 1982(4): 331-342.
[18] Ellis, R. Cognitive, Social, and Psychological Dimensions of Corrective Feedback[A]. Batstone, R. Sociocognitive Perspectives on Language Use and Language Learning[C]. Oxford: Oxford University Press, 2010b.
[19] Pawlak, M. Investigating Leaner Engagement with Oral Corrective Feedback: Aim, Methodology, Outcomes[A]. ?yda, A. & Szczes'niak, K. Awareness in Action: The Role of Consciousness in Language Acquisition[C]. Springer: Switzerland, 2014.
[20] Sadler, D. R. Formative Assessment: Revisiting the Territory[J]. Assessment in Education: Principles, Policy & Practice, 1998(1): 77-84.
[21] Johnson, K. E. Second Language Teacher Education: A Sociocultural Perspective[M]. New York: Routledge, 2009.
[22] Lantolf, J. P. & Thorne, S. Sociocultural Theory and the Genesis of Second Language Development[M]. Oxford: Oxford University Press, 2006.
[23][37] Pokorny, H. & Pickford, P. Complexity, Cues and Relationships: Student Perceptions of Feedback[J]. Active Learning in Higher Education, 2010(1): 21-30.
[24][28][41] White, S. Research Note: Student-teachers' Perceptions of Spoken and Written Feedback and Its Usefulness While on Their First Teaching Practice[J]. New Zealand Journal of Educational Studies, 2005(1): 201-210.
[25][42][96] White, S. Investigating Effective Feedback Practices for Pre-service Teacher Education Students on Practicum[J]. Teaching Education, 2007(4): 299-311.
[27][30][36][50] Buhagiar, M. A. Mathematics Student Teachers' Views on Tutor Feedback During Teaching Practice[J]. European Journal of Teacher Education, 2013(1): 55-67.
[29][43] Bailey, R. & Garner, M. Is the Feedback in Higher Education Assessment Worth the Paper It Is Written on? Teachers' reflections on their practices[J]. Teaching in Higher Education, 2010(2): 187-198.
[31] Fish, D. Quality Mentoring for Student Teachers[M]. London: David Fulton, 1995.
[32][73] Connelly, F. M. Teacher Evaluation: A Critical Review and a Plea for Supervised Reflective Practice[A]. Farrell J. P. & Connelly, F. M. Teachers in Developing Countries: Improving Effectiveness and Managing Costs[C]. Washington D. C: World Bank, 1994.
[33][34] Nyaumwe, L. J. & Mavhunga, F. Z. Why Do Mentors and Lecturers Assess Mathematics and Science Student Teachers on Teaching Practice Differently?[J]. African Journal of Research in Mathematics, Science and Technology Education, 2005(2): 135-146.
[35][91] Strong, M. & Baron, W. An Analysis of Mentoring Conversations with Beginning Teachers: Suggestions and Responses[J]. Teaching and Teacher Education, 2004(1): 47-57.
[38][48][88] Brandt, C. Integrating Feedback and Reflection in Teacher Preparation[J]. ELT Journal, 2008(1): 37-46.
[39][81][99][100][101] Wilkins, E. A., Shin, E. K. & Ainsworth, J. The Effects of Peer Feedback Practices with Elementary Education Teacher Candidates[J]. Teacher Education Quarterly, 2009(2): 79-93.
[40] Black, P., Harrison, C., Lee, C., Marshall, B. & William, D. Formative and Summative Assessment: Can They Serve Learning Together[C]. Chicago: AERA Chicago, 2003.
[44] Hye-Gyoung, Y., Mijung, K., Byoung Sug, K., Yong Jae, J. & Young Shin, P. Pre-service Teachers' Views of Inquiry Teaching and Their Responses to Teacher Educators' Feedback on Teaching Practice[J]. Eurasia Journal of Mathematics, Science & Technology Education, 2013(4): 347-359.
[46] Lock, R., Soares, A. & Foster, J. Mentors' Written Lesson Appraisals: the Impact of Different Mentoring Regimes on the Content of Written Lesson Appraisals and the Match with Pre-service Teachers' Perceptions of Content[J]. Journal of Education for Teaching, 2009(2): 133-143.
[47] Maloney, J. & Powell, A. Evaluating the Role of Written Classroom Observation Reports Received by PGCE Secondary Students on School Experience[C]. Northern Ireland: British Educational Research Association Annual Conference, Queen's University of Belfast, 1998.
[49] Kurtoglu-Hooton, N. From “Plodder” to “Creative”: Feedback in Teacher Education[J]. ELT Journal, 2016(1): 39-47.
[51][59] Jaworski, B. Developing Mathematics Teaching: Teachers, Teacher Educators, and Researchers as Co-learners[A]. Making Sense of Mathematics Teacher Education[C]. Netherlands: Springer, 2001.
[52] 杨春梅.教学实习指导教师的工作现状研究[D].重庆: 西南大学,2013.
[53][57][58][74] Akcan, S. & Tatar, S. An Investigation of the Nature of Feedback Given to Pre-service English Teachers During Their Practice Teaching Experience[J]. Teacher Development, 2010(2): 153-172.
[54] 杨跃.师范生教育实习反思[J].高等教育研究,2011(7): 63-67.
[55] 王燕荣,高月琴.高师院校教育实习存在的问题及其对策研究[J].太原师范学院学报(社会科学版),2007(4): 161-162.
[56] 徐哲.高等师范院校教育实习研究: 现状、问题及对策[D].上海: 上海师范大学,2012.
[60] Weiss, E. M. & Weiss, S. G. New Directions in Teacher Evaluation[EB/OL]. http://www.ed.gov. /databases /ERIC-Digests /ed429052.html. 1998-12-1/2018-2-5.
[61] Veal, M. L. & Rikard, L. Cooperating Teachers' Perspectives on the Student Teaching Triad[J]. Journal of Teacher Education, 1998(2): 108-119.
[62] Fitch, K. L. & Sanders, R. E. Culture, Communication, and Preferences for Directness in Expression of Directives[J]. Communication Theory, 1994(3): 219-245.
[63][84][90] Kahan, D., Sinclair, C., Saucier, L. & NguyenCaiozzi, N. Feedback Profiles of Cooperating Teachers Supervising the Same Student Teacher[J]. Physical Educator, 2003(4): 180.
[64] 余小红.我国教育实习的发展历程与研究现状[J].现代教育科学,2008(1): 124-128.
[65] Hayes, D. In-service Teacher Development: Some Basic Principles[J]. ELT Journal, 1995(3): 252-261.
[66] Tang, S. Y. F. Challenge and Support: The Dynamics of Student Teachers' Professional Learning in the Field Experience[J]. Teaching and teacher education, 2003(5): 483-498.
[67] Zuzovsky, R., Feiman-Nemser, S. & Kremer-Hayon, L. Introduction[J]. European Journal of Teacher Education, 1998(1): 7-10.
[68] Bunting, C. Cooperating Teachers and the Changing Views of Teacher Candidates[J]. Journal of Teacher Education, 1988(2): 42-46.
[69] Glickman, C. D. & Bey, T. M. Supervision[A]. Houston, W. R. Handbook of Research on Teacher Education[C]. New York: Macmillan, 1990.
[70] Goodlad, J. I. School-university Partnerships and Partner Schools[J]. Educational Policy, 1993(1): 24-39.
[71] Hargreaves, A. & Fullan, M. Mentoring in the New Millennium[J]. Theory into Practice, 2000(1): 50-56.
[72] Slick, S. K. Assessing Versus Assisting: The Supervisor's Roles in the Complex Dynamics of the Student Teaching Triad[J]. Teaching and Teacher education, 1997(7): 713-726.
[75] Boydell, D. Issues in Teaching Practice Supervision Research: A Review of the Literature[J]. Teaching and Teacher Education, 1986(2): 115-125.
[76] Su, J. Z. Sources of Influence in Preservice Teacher Socialization[J].Journal of Education for Teaching, 1992(3): 239-258.
[77] Wilson, E. K. & Readence, J. E. Preservice Elementary Teachers' Perspectives and Practice of Social Studies: The Influence of Methods Instruction and the Cooperating Teacher[J]. Journal of Research and Development in Education, 1993(4): 222-31.
[78] Follo, E. J. The Voices of Student Teachers[J]. Collegiality, 1999(3): 1-17.
[79] Palonsky, S. B. & Jacobson, M. G. Student Teacher Perceptions of Elementary School Social Studies: The Social Construction of Curriculum[J]. Journal of Social Studies Research, 1989(1): 28-33.
[80] Beck, C. & Kosnik, C. Professors and the Practicum Involvement of University Faculty in Preservice Practicum Supervision[J]. Journal of Teacher Education, 2002(1): 6-19.
[82] Christensen, P. S. The Nature of Feedback Student Teachers Receive in Post-observation Conferences with the University Supervisor: A Comparison with O'Neal's Study of Cooperating Teacher Feedback[J]. Teaching and Teacher Education, 1988(3): 275-286.
[83][89][98] Kahan, D. Characteristics of and Explanations for Cooperating Teachers' Immediate Supervisory[J]. Physical Educator, 1999(3): 126.
[85][93] Silverstein, T. Host Art Teachers and Their Feedback During Student Teaching Practicum[J]. Marilyn Zurmuehlen Working Papers in Art Education, 2006(1): 1-12.
[86][92] Tang, S. Y. F. & Chow, A. W. K. Communicating Feedback in Teaching Practice Supervision in a Learning-oriented Field Experience Assessment Framework[J]. Teaching and Teacher Education, 2007(7): 1066-1085.
[87][94] White, S. Using Action Research-To Gauge the Quality of Feedback Given to Student Teachers While on Professional Teaching Practice[J]. Qualitative Research Journal, 2008(2): 124-133.
[95] Caires, S. & Almeida, L. S. Positive Aspects of the Teacher Training Supervision: The Student Teachers' Perspective[J]. European Journal of Psychology of Education, 2007(4): 515-528.
[2][4] Guyton, E. & McIntyre, D. Student Teaching and School Experiences[A]. Houston, W. R., Haberman, M. & Sikula, J. Handbook of Research on Teacher Education[C]. New York: Macmillan, 1990.
[3][12] 吴喜艳.教育实习对英语师范生教学效能信念影响的质性研究[J].山东外语教学,2018(2): 46-56.
[5][11][13] 张晓辉,闾邱意淳,赵宏玉,齐婷婷,李庆安.教育实习对师范生职业发展的影响: 基于典型个案的质性研究[J].教师教育研究,2018(5): 46-52.
[6] 中共中央国务院.关于全面深化新时代教师队伍建设改革的意见[EB/OL]. http://www.gov.cn /xinwen /2018-01 /31 /content_5262659.htm. 2018-1-31/2018-2-5.
[7] 李斌辉,张家波.师范生教育实习的风险及规避[J].教育发展研究,2016(10): 33-40.
[8] 吕立杰,闫宏迪.师范生成长特性考察及理念探析[J].教育发展研究,2012(15): 57-61.
[10] 李碧珍.见习期教师的课堂教学困境与对策[J].福建基础教育研究,2016(7): 39-41.
[14] Yuan, R. & Mak, P. Reflective Learning and Identify Construction in Practice, Discourse and Activity: Experience of Pre-service Language Teachers in Hong Kong[J]. Teaching and Teacher Education, 2018(8): 205-214.
[15] 张晓辉,赵宏玉.实习教师支持对师范生职业效能、职业认同及职业承诺的作用[J].教师教育研究,2015(6): 52-58.
[16][26][45][97] Ali, H. I. H. & Al-Adawi, H. A. Providing Effective Feedback to EFL Student Teachers[J]. Higher Education Studies, 2013(3): 21.
[17] Smyth, J. A Teacher Development Approach to Bridging the Practice-Research Gap[J]. Journal of Curriculum Studies, 1982(4): 331-342.
[18] Ellis, R. Cognitive, Social, and Psychological Dimensions of Corrective Feedback[A]. Batstone, R. Sociocognitive Perspectives on Language Use and Language Learning[C]. Oxford: Oxford University Press, 2010b.
[19] Pawlak, M. Investigating Leaner Engagement with Oral Corrective Feedback: Aim, Methodology, Outcomes[A]. ?yda, A. & Szczes'niak, K. Awareness in Action: The Role of Consciousness in Language Acquisition[C]. Springer: Switzerland, 2014.
[20] Sadler, D. R. Formative Assessment: Revisiting the Territory[J]. Assessment in Education: Principles, Policy & Practice, 1998(1): 77-84.
[21] Johnson, K. E. Second Language Teacher Education: A Sociocultural Perspective[M]. New York: Routledge, 2009.
[22] Lantolf, J. P. & Thorne, S. Sociocultural Theory and the Genesis of Second Language Development[M]. Oxford: Oxford University Press, 2006.
[23][37] Pokorny, H. & Pickford, P. Complexity, Cues and Relationships: Student Perceptions of Feedback[J]. Active Learning in Higher Education, 2010(1): 21-30.
[24][28][41] White, S. Research Note: Student-teachers' Perceptions of Spoken and Written Feedback and Its Usefulness While on Their First Teaching Practice[J]. New Zealand Journal of Educational Studies, 2005(1): 201-210.
[25][42][96] White, S. Investigating Effective Feedback Practices for Pre-service Teacher Education Students on Practicum[J]. Teaching Education, 2007(4): 299-311.
[27][30][36][50] Buhagiar, M. A. Mathematics Student Teachers' Views on Tutor Feedback During Teaching Practice[J]. European Journal of Teacher Education, 2013(1): 55-67.
[29][43] Bailey, R. & Garner, M. Is the Feedback in Higher Education Assessment Worth the Paper It Is Written on? Teachers' reflections on their practices[J]. Teaching in Higher Education, 2010(2): 187-198.
[31] Fish, D. Quality Mentoring for Student Teachers[M]. London: David Fulton, 1995.
[32][73] Connelly, F. M. Teacher Evaluation: A Critical Review and a Plea for Supervised Reflective Practice[A]. Farrell J. P. & Connelly, F. M. Teachers in Developing Countries: Improving Effectiveness and Managing Costs[C]. Washington D. C: World Bank, 1994.
[33][34] Nyaumwe, L. J. & Mavhunga, F. Z. Why Do Mentors and Lecturers Assess Mathematics and Science Student Teachers on Teaching Practice Differently?[J]. African Journal of Research in Mathematics, Science and Technology Education, 2005(2): 135-146.
[35][91] Strong, M. & Baron, W. An Analysis of Mentoring Conversations with Beginning Teachers: Suggestions and Responses[J]. Teaching and Teacher Education, 2004(1): 47-57.
[38][48][88] Brandt, C. Integrating Feedback and Reflection in Teacher Preparation[J]. ELT Journal, 2008(1): 37-46.
[39][81][99][100][101] Wilkins, E. A., Shin, E. K. & Ainsworth, J. The Effects of Peer Feedback Practices with Elementary Education Teacher Candidates[J]. Teacher Education Quarterly, 2009(2): 79-93.
[40] Black, P., Harrison, C., Lee, C., Marshall, B. & William, D. Formative and Summative Assessment: Can They Serve Learning Together[C]. Chicago: AERA Chicago, 2003.
[44] Hye-Gyoung, Y., Mijung, K., Byoung Sug, K., Yong Jae, J. & Young Shin, P. Pre-service Teachers' Views of Inquiry Teaching and Their Responses to Teacher Educators' Feedback on Teaching Practice[J]. Eurasia Journal of Mathematics, Science & Technology Education, 2013(4): 347-359.
[46] Lock, R., Soares, A. & Foster, J. Mentors' Written Lesson Appraisals: the Impact of Different Mentoring Regimes on the Content of Written Lesson Appraisals and the Match with Pre-service Teachers' Perceptions of Content[J]. Journal of Education for Teaching, 2009(2): 133-143.
[47] Maloney, J. & Powell, A. Evaluating the Role of Written Classroom Observation Reports Received by PGCE Secondary Students on School Experience[C]. Northern Ireland: British Educational Research Association Annual Conference, Queen's University of Belfast, 1998.
[49] Kurtoglu-Hooton, N. From “Plodder” to “Creative”: Feedback in Teacher Education[J]. ELT Journal, 2016(1): 39-47.
[51][59] Jaworski, B. Developing Mathematics Teaching: Teachers, Teacher Educators, and Researchers as Co-learners[A]. Making Sense of Mathematics Teacher Education[C]. Netherlands: Springer, 2001.
[52] 杨春梅.教学实习指导教师的工作现状研究[D].重庆: 西南大学,2013.
[53][57][58][74] Akcan, S. & Tatar, S. An Investigation of the Nature of Feedback Given to Pre-service English Teachers During Their Practice Teaching Experience[J]. Teacher Development, 2010(2): 153-172.
[54] 杨跃.师范生教育实习反思[J].高等教育研究,2011(7): 63-67.
[55] 王燕荣,高月琴.高师院校教育实习存在的问题及其对策研究[J].太原师范学院学报(社会科学版),2007(4): 161-162.
[56] 徐哲.高等师范院校教育实习研究: 现状、问题及对策[D].上海: 上海师范大学,2012.
[60] Weiss, E. M. & Weiss, S. G. New Directions in Teacher Evaluation[EB/OL]. http://www.ed.gov. /databases /ERIC-Digests /ed429052.html. 1998-12-1/2018-2-5.
[61] Veal, M. L. & Rikard, L. Cooperating Teachers' Perspectives on the Student Teaching Triad[J]. Journal of Teacher Education, 1998(2): 108-119.
[62] Fitch, K. L. & Sanders, R. E. Culture, Communication, and Preferences for Directness in Expression of Directives[J]. Communication Theory, 1994(3): 219-245.
[63][84][90] Kahan, D., Sinclair, C., Saucier, L. & NguyenCaiozzi, N. Feedback Profiles of Cooperating Teachers Supervising the Same Student Teacher[J]. Physical Educator, 2003(4): 180.
[64] 余小红.我国教育实习的发展历程与研究现状[J].现代教育科学,2008(1): 124-128.
[65] Hayes, D. In-service Teacher Development: Some Basic Principles[J]. ELT Journal, 1995(3): 252-261.
[66] Tang, S. Y. F. Challenge and Support: The Dynamics of Student Teachers' Professional Learning in the Field Experience[J]. Teaching and teacher education, 2003(5): 483-498.
[67] Zuzovsky, R., Feiman-Nemser, S. & Kremer-Hayon, L. Introduction[J]. European Journal of Teacher Education, 1998(1): 7-10.
[68] Bunting, C. Cooperating Teachers and the Changing Views of Teacher Candidates[J]. Journal of Teacher Education, 1988(2): 42-46.
[69] Glickman, C. D. & Bey, T. M. Supervision[A]. Houston, W. R. Handbook of Research on Teacher Education[C]. New York: Macmillan, 1990.
[70] Goodlad, J. I. School-university Partnerships and Partner Schools[J]. Educational Policy, 1993(1): 24-39.
[71] Hargreaves, A. & Fullan, M. Mentoring in the New Millennium[J]. Theory into Practice, 2000(1): 50-56.
[72] Slick, S. K. Assessing Versus Assisting: The Supervisor's Roles in the Complex Dynamics of the Student Teaching Triad[J]. Teaching and Teacher education, 1997(7): 713-726.
[75] Boydell, D. Issues in Teaching Practice Supervision Research: A Review of the Literature[J]. Teaching and Teacher Education, 1986(2): 115-125.
[76] Su, J. Z. Sources of Influence in Preservice Teacher Socialization[J].Journal of Education for Teaching, 1992(3): 239-258.
[77] Wilson, E. K. & Readence, J. E. Preservice Elementary Teachers' Perspectives and Practice of Social Studies: The Influence of Methods Instruction and the Cooperating Teacher[J]. Journal of Research and Development in Education, 1993(4): 222-31.
[78] Follo, E. J. The Voices of Student Teachers[J]. Collegiality, 1999(3): 1-17.
[79] Palonsky, S. B. & Jacobson, M. G. Student Teacher Perceptions of Elementary School Social Studies: The Social Construction of Curriculum[J]. Journal of Social Studies Research, 1989(1): 28-33.
[80] Beck, C. & Kosnik, C. Professors and the Practicum Involvement of University Faculty in Preservice Practicum Supervision[J]. Journal of Teacher Education, 2002(1): 6-19.
[82] Christensen, P. S. The Nature of Feedback Student Teachers Receive in Post-observation Conferences with the University Supervisor: A Comparison with O'Neal's Study of Cooperating Teacher Feedback[J]. Teaching and Teacher Education, 1988(3): 275-286.
[83][89][98] Kahan, D. Characteristics of and Explanations for Cooperating Teachers' Immediate Supervisory[J]. Physical Educator, 1999(3): 126.
[85][93] Silverstein, T. Host Art Teachers and Their Feedback During Student Teaching Practicum[J]. Marilyn Zurmuehlen Working Papers in Art Education, 2006(1): 1-12.
[86][92] Tang, S. Y. F. & Chow, A. W. K. Communicating Feedback in Teaching Practice Supervision in a Learning-oriented Field Experience Assessment Framework[J]. Teaching and Teacher Education, 2007(7): 1066-1085.
[87][94] White, S. Using Action Research-To Gauge the Quality of Feedback Given to Student Teachers While on Professional Teaching Practice[J]. Qualitative Research Journal, 2008(2): 124-133.
[95] Caires, S. & Almeida, L. S. Positive Aspects of the Teacher Training Supervision: The Student Teachers' Perspective[J]. European Journal of Psychology of Education, 2007(4): 515-528.