Quality of Feedback and Its Influence on the Preparation of the Future Teacher

Abstract

Quality education is created by quality teachers. For a teacher to be able to carry out a quality lesson with the pupils, they need to think over and prepare it in advance. Preparing for a lesson in writing can be a valuable and practical tool for a teacher. Learning to prepare quality preparations for lessons while studying at a university can significantly impact on the professional practice of the teacher. In the article, we focused on observing the influence of the feedback provided to preservice teachers on their developed preparations for physics lessons. We conducted a survey with two samples of physics preservice teachers who were creating written preparations for physics lessons and then giving them feedback. We quantified the created student preparations using the evaluation rubric and statistically processed the results obtained. We found a statistically significant increase in point scores in the first sample. In the second sample, the process was repeated, so two feedbacks were given to the students. In both groups, we noticed a statistically significant improvement in the quality of the created preparation for the lesson after the feedback was provided after the first preparation. However, after providing feedback on further preparation, there was no such significant improvement.