Developing Systems for High-Quality Feedback to Teacher Candidates
This paper shares lessons learned from several California State University campuses that are attempting to transform their teacher preparation systems toward practice-based approaches that feature high-quality feedback for teacher candidates.
The kind of feedback these campuses are attempting to build into their teacher preparation systems has the potential to influence teacher candidates’ learning.
The paper offers an analysis of the ways in which the partnerships between these campuses and local school districts are establishing systems to support delivery of high-quality feedback.
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