The supportive character of teacher education triadic conferences: detailing the formative feedback conveyed

Figures & data

Table 1. Categories of formative feedback used in the coding.

1	Helping to clarify what good performance is (goals, criteria, standards), i.e. feed up.
2	Delivering high-quality feed back information that helps learners to self-correct regarding performance; strategy; self-regulation; and person.
3	Delivering high-quality feed forward information that helps learners to self-correct regarding performance; strategy, including encouragement of ‘time and effort’ on challenging learning tasks, plus encouragement of interaction and dialogue around learning; self-regulation; and person.
4	Facilitating the development of self-assessment and reflection in learning.
5	Encouraging positive motivational beliefs and self-esteem.

Table 2. Duration of the conferences (letters represent the unique conference and numbers represent the practicum period in which the conference took place).

Conference	duration	conference	duration	conference	duration
A:1	29 min	D:3	52 min	G:3	57 min
B:1	1 hr 15 min	E:3	59 min	H:2	45 min
C:3	1 hr	F:3	56 min	J:1	22 min

Figure 1. Percentage distribution of different conversational purposes occurring in the triadic conferences.

Figure 2. Total time for different formative feedback (occurring 1 minute or more) conveyed in the conferences.