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Using socio-cultural and constructive-developmental lenses, it proposes a person-centered framework for feedback practice that accounts for TCs’ developmental potentialities and provides supports within a safe, trusting holding environment.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/growing-emerging-researchers-in-a-tesol-teacher-education-program-implications-for-feedback-practice/598275/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/growing-emerging-researchers-in-a-tesol-teacher-education-program-implications-for-feedback-practice/598275.png","ImageObject",300,407,{"name":42,"@type":43},"Mafia Boss","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why do teacher candidates experience cognitive and affective dissonance during their culminating research requirement?","Question",{"text":63,"@type":64},"They face a form of knowledge-generation different from earlier work centered on synthesizing published research. They may also experience dissonance when feedback challenges beliefs about their emerging practitioner-researcher identities.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the study use socio-cultural and constructive-developmental theories to guide feedback practice?",{"text":68,"@type":64},"It argues that these theories can complement teacher educators by helping TCs navigate the complex task of teacher research. The study proposes a feedback framework grounded in a person-centered approach that considers developmental potentialities.",{"name":70,"@type":61,"acceptedAnswer":71},"What is the role of ‘ways of knowing’ and meaning-making systems in feedback?",{"text":72,"@type":64},"The document links TCs’ ability to negotiate power and identity during feedback to their meaning-making systems (MMS) and ways of knowing (WoK). 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EducationProgram:Implications for Feedback Practice\n\nAs teacher educators(TEs),we have a unique and remarkable opportunity to mentor the nextgeneration of teachers.Over the years,our teacher candidates(TCs)have reported a sense of cognitiveand affective dissonance while engaging in their culminating naster’s research requirement as part of aresearch seminar course.Cognitively,this research study requires knowledge-generation quitedifferent from research they engaged in throughout the program,where they would synthesize andanalyze published work in response to a prompt.This knowledge-generation process would oftenresult in challenging previously held assumptions regarding the topic ofinquiry through an analysis ofauthentic data gathered in the field.Many also experience affective dissonance when beliefs about theirsense of self as emerging practitioner-researchers are questioned.Some research has examined ways inwhich to provide deliberate feedback thatattunes not only to the TCs'cognitive and affectivedimensions but also to where they can be moved in terms of the outer himits of their learning potential.This study examines how the lenses of socio-cultural and constructive-developmental theories cancomplement TEs in supporting their TCs in navigating the complex task of teacher research andproposes a framework for feedback practice grounded in a person-centered approach that accounts forTC developmental potentialities.  \nThe chance to walk with another person in good company and confidence as you explore questions,problemsandhopes for practice can be an incredibly powerful gift and opportunity,one that recognizes the fundamentaldignity and fragility of the people around us (and ourselves)without letting go of the urgency of the demandswe face together.(Drago-Severson &Blum-DeStefano,2016,p.66)  \nCarl Rogers,an influential American psychologist and one of the leading founders ofhumanistic psychology(1961),introduced the client-centered approach to therapy that revolutionized the ways in which psychologistsapproached their work with their clients.He describes his approach as“person-centered,”where he strove to see theexperiences of his clients from their perspective and understand their fears and triumphs,while at the same timeparticipate in the process of meaning-making with his clients through establishing mutual understanding with a\"thrust towards growth\"(p.5).This approach,when applied to education,positions us as co-creators in themeaning-making process with our teacher candidates (TCs).In recent decades,we have moved away from thinkingof our work as merely transmitting information to one that acknowledges our TCs'sense of agency(Molina,2019)and funds of knowledge(Mollet al.,1992)in the sense-making process.However,we have not necessarilyconsidered the diversity of the developmental potentialities from which TCs make sense of their experiences as weengage in this mentoring process.  \nAn integral part of our work is to provide feedback to our TCs as they make sense of theory in practice and asthey negotiate their shifting identities from students to practitioners to practitioner-researchers.Kang &Dykema(2017)make an important observation about the role of power and identity in feedback,where students are  \npositioned not as passive recipients of feedback,but as active agents in the negotiation process of power and identity,in this case,as researchers.  \nThis study postulates that the ability for TCs to negotiate power and identity as they make sense of feedback isrelated to the TCs'meaning-making systems(MMS)(Kegan,1982,1994)or Ways of Knowing(WoK)(Drago-Severson,2004;Drago-Severson&Blum-DeStefano,2016).Johnson &Golombek(2016)propose that providingfeedback that is effective,meaningful,and actionable,requires those mentoring teachers to have “complexorganizational,theoretical,pedagogical,and content-area expertise,and-less frequently recognized but just ","cbCaihd8cyyAFuVd","https://ap.wps.com/l/cbCaihd8cyyAFuVd","pdf",509686,15,"English","# Growing Emerging Researchers in a TESOL Teacher Education Program\n## Implications for Feedback Practice\n## Literature Review\n## Constructive Developmental Theory and Feedback Practice","[{\"question\":\"Why do teacher candidates experience cognitive and affective dissonance during their culminating research requirement?\",\"answer\":\"They face a form of knowledge-generation different from earlier work centered on synthesizing published research. They may also experience dissonance when feedback challenges beliefs about their emerging practitioner-researcher identities.\"},{\"question\":\"How does the study use socio-cultural and constructive-developmental theories to guide feedback practice?\",\"answer\":\"It argues that these theories can complement teacher educators by helping TCs navigate the complex task of teacher research. The study proposes a feedback framework grounded in a person-centered approach that considers developmental potentialities.\"},{\"question\":\"What is the role of ‘ways of knowing’ and meaning-making systems in feedback?\",\"answer\":\"The document links TCs’ ability to negotiate power and identity during feedback to their meaning-making systems (MMS) and ways of knowing (WoK). These constructs help identify growing edges and inform appropriate supports and challenges.\"}]","Growing Emerging Researchers in a TESOL Teacher Education Program - Implications for Feedback Practice | PDF",1792086625,38]