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A., Fukkink, R., Oostdam, R., & van Beuningen, C. (2025) . Careful Whisper: Using eCoaching and a Feedback Taxonomy to Provide Practicum Feedback for Preservice Teachers. Australian Journal of Teacher Education, 50(1) . [https://doi.org/10.14221/1835-517X.6686](https://doi.org/10.14221/1835-517X.6686)  \nThis Journal Article is posted at Research Online.  \n[https://ro.ecu.edu.au/ajte/vol50/iss1/8](https://ro.ecu.edu.au/ajte/vol50/iss1/8)  \nCareful Whisper: Using eCoaching and a Feedback Taxonomy to Provide Practicum Feedback for Preservice Teachers  \nLouise Taylor  \nRuben Fukkink  \nRon Oostdam  \nCatherine van Beuningen  \nAmsterdam University of Applied Sciences, the Netherlands  \nAbstract: Many institutes for initial teacher education struggle to organise effective performance feedback within the context ofstudent teaching practicum. As the cooperating teachers who provide this  \nfeedback bring their individualised ontologies, feedback practices have been characterised by inconsistencies in the amount and quality ofperformance feedback. In this small-scale study carried out in the Netherlands, we explored affordances of eCoaching using a  \nstandardised feedback taxonomy. With the help of Bluetooth  \ntechnology and the Synchronous Online Feedback Taxonomy, four teacher educators provided eCoaching to eight preservice teachers over the course of three lessons. We interviewed teacher educatorsand preservice teachers about their experiences with eCoaching using the feedback taxonomy during secondary school practicum. Overall, both groups ofparticipants were positive about eCoaching using the taxonomy. Teacher educators observed preservice teachers self  \nregulating when implementing prior feedback in their lessons.  \nPreservice teachers indicated increased confidence following the  \nlessons with eCoaching.  \nIntroduction  \nA primary concern of many preservice teachers (PSTs) is developing basic teaching and classroom management skills (Coninx, et al., 2013; Tartwijk & Hammerness, 2011) . Feedback helps PSTs transfer theoretical knowledge from their studies to their practicum and helps them understand how to progress (Henderson et al., 2019) . This practicum feedback should take account of feedback levels (Hattie & Timperley, 2007) and teacher roles (Slooter, 2019) and focus on attainment of relevant teaching skills to become part ofPSTs’ repertoire. There is, however, little follow-up from institutions for Initial Teacher Education (ITEs) to ensure transfer to the practicum (Horn et al., 2020) . Time and resource constraints in higher education (Boud & Molloy, 2013; Carless & Winstone, 2023; Nicol, 2010) mean teacher educators may have to compromise on the amount and focus of feedback and leave much ofit to supervising teachers in the practicum schools, who may focus more on teacher standards in general rather than the teaching standards with which ITEs must comply (McCorkle & Coogle, 2020; see also McMahon, 2021 for an in-depth discussion on teacher and teaching standards). The aforementioned constraints faced by higher education (Carless & Winstone, 2023; Nicol, 2010) mean that compliance with these principles of teaching standards in a secondary school context is complex. Technology-mediated eCoaching could offer some relief in providing a solution for these time and resource p","cbCaisMa3DNOgTw1","https://ap.wps.com/l/cbCaisMa3DNOgTw1","pdf",332535,17,"English","# Introduction\n## Background: challenges of practicum feedback\n## Role of feedback and self-regulation\n## Dialogic feedback and effectiveness criteria\n# Previous studies and rationale\n# Study approach: eCoaching with standardized taxonomy\n# Results and implications","[{\"question\":\"What problem does the study address in initial teacher education?\",\"answer\":\"Institutes often struggle to organise effective performance feedback during student teaching practicum, leading to inconsistencies in the amount and quality of feedback.\"},{\"question\":\"How was eCoaching implemented in the Netherlands study?\",\"answer\":\"Four teacher educators provided eCoaching to eight preservice teachers over three lessons using Bluetooth technology and the Synchronous Online Feedback Taxonomy.\"},{\"question\":\"What outcomes were reported by the participants?\",\"answer\":\"Both groups reported positive experiences; teacher educators observed preservice teachers self-regulating when implementing prior feedback, and preservice teachers indicated increased confidence after the lessons.\"}]","Careful Whisper - Using eCoaching and a Feedback Taxonomy to Provide Practicum Feedback for Preservice Teachers | PDF",1792078876,43]