An Interview with Jennifer Jordan and Amy Broemmel- Mastering the Art of Feedback for Pre-Service Teachers

Abstract

Feedback is one of the most critical, crucial aspects of instruction and pedagogy, yet is often overlooked. There are many different types and forms of feedback and many different scenarios in which it can be provided. In this interview, two clinical teachers provide an overview of the realm of feedback, discuss ways in which it can be provided and review its use in the domain of pre-service teachers and teacher training.

Amy Broemmel started her career as a 2^nd grade teacher in a small town in northern Illinois before making a much earlier than expected transition to higher education. After teaching at Eastern Illinois University and the University of Wisconsin-LaCrosse, she was hired at the University of Tennessee where she is currently an Associate Professor of Elementary and Literacy Education. Her research focuses primarily on teacher development, but she also collaborates with a science education colleague to use picture books to build science content knowledge with elementary students.  Her work has appeared in the American Educational Research Journal, The Reading Teacher, and Action in Teacher Education. She has also co-authored a book, Learning to be Teacher Leaders: A Framework for Assessment, Planning, and Instruction with Dr. Jennifer Jordan.   

Jennifer Jordan is a Clinical Associate Professor of elementary education and literacy at the University of Tennessee.  She received her BA in sociology with a minor in elementary education from the University of Tennessee, Knoxville in 1998 and earned her MS in elementary education in 1999.  After graduation she taught for 9 years in the Hamilton County and Knox County school systems teaching first and fourth grades.  Her research focuses on the professional development of pre-service elementary teachers and in-service literacy teachers.  Currently, she supervises elementary education teaching interns and teaches reading courses.