A continuous cycle of authentic experiences and feedback supports preservice teachers to build their digital practice¶

Claim · All claims
Evidence · 1 study · review r2 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i? Authentic teaching experiences with technology, combined with instructional guidance and feedback from mentors and peers, build preservice teachers' confidence and pedagogical reasoning. → Jo Tondeur 2025

Evidence¶

Jo Tondeur 2025¶

Jo Tondeur, Ottavia Trevisan, Sarah K. Howard, Johan van Braak. (2025). Preparing preservice teachers to teach with digital technologies: An update of effective SQD-strategies. Computers & Education 232. https://doi.org/10.1016/j.compedu.2025.105262

q3 · i? · review · r2

Meta-aggregative synthesis statement for Synthesis 4, aggregating five sub-categories (real world, teaching experiences, instructional guidance, pedagogical reasoning, reflection on designs) with the Authentic Experiences category appearing in 23 studies. The review emphasises the iterative process of experiences and feedback.

"A cycle of authentic experiences and feedback support preservice teachers to build their digital practice."

Discussion¶

Learner Variables¶

Time and Continuity — predictor: learners who differ on it differ in outcomes

A structured feedback-and-reflection cycle (pre-lesson plan review, immediate verbal comments, written feedback, take-up time, and open-ended questioning) supported the mentee's reflective development — a narrower finding that bears on this claim
A range of collaborative design activities, guided by instructional design models such as TPACK, are necessary to train preservice teachers to create technology-rich lesson plans — related
Familiarisation through modelling and exploration is necessary for preservice teachers to experience the potential of emerging technologies — related
Repeating one short lesson six times with small groups gave the mentee repeated opportunities to review and modify her classroom management strategies and build confidence — a narrower finding that bears on this claim
Mentor modelling and a school-wide behaviour program's strategies transferred to the mentee's classroom management practices — related
Mentee participation in a school-wide positive behaviour support program (Program Achieve) enabled confident implementation of learned strategies in other lessons — a narrower finding that bears on this claim

Page metadata

Field	Value
`type`	`claim`
`id`	`authentic-experience-feedback-cycle-digital-practice`
`title`	`A continuous cycle of authentic experiences and feedback supports preservice teachers to build their digital practice`
`description`	`A continuous cycle of authentic experiences and feedback supports preservice teachers to build their digital practice`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2025`
`generated`	by `process:wiki-ingest` on `2026-10-29`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `jo-tondeur-2025`

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