Evaluating the impact of two feedback methods for improving pre-service teacher's perceived confidence and competence to teach physical education within authentic learning environments

AbstractIt is claimed that universities are failing their students through poor feedback practices. Worldwide, students report that they do not receive feedback on assessments that is helpful for their learning, and are not... [ view full abstract ]

Abstract

It is claimed that universities are failing their students through poor feedback practices. Worldwide, students report that they do not receive feedback on assessments that is helpful for their learning, and are not given opportunities to use feedback provided by academics to develop their work. Formative assessment tasks that support students within authentic learning environments and provide opportunities to actively engage in the feedback cycle to improve their work, show potential for promoting learning. This novel study investigates the use of two feedback methods, peer dialogue assessment (PDA) and verbal feedback, as assessment for learning tools in existing undergraduate physical education (PE) courses.

Methods

Pre-service teachers enrolled in four physical education courses at Newcastle University of Newcastle, Australia, 2017 were invited to participate (290 recruited). In the final weeks of semester, students participated in a 3 or 4-week in-school teaching program (~1.5 hrs/week) and worked in teams of four (2 pairs) to plan and teach primary or secondary school PE. The groups spent 45min teaching with their partner, and 45min observing each week. Students in the PDA group engaged in PDA at the completion of each concurrent teaching session with their respective peer group. Dialogue lasted approximately 10-15mins / session and was framed on the SAAFE principles of delivery. The verbal feedback group were observed by the academic and engaged in verbal feedback and discussion at the completion of each teaching session.

Results

At 15-weeks (n=206) both feedback groups exhibited improvements in perceived teaching confidence (mean change (out of 5) PDA:+0.92 (0.67) V:+0.87 (0.8)) and competence (PDA:+0.87 (0.58); V:+0.86 (0.72)), and teaching self-efficacy (PDA:+0.44 (0.53); V:+0.3 (0.65); with no significant differences between groups (P>0.05).

Conclusion

Using PDA or verbal feedback may be effective and well-received approaches to learning when used in an authentic teaching environment in undergraduate PE courses.