The description of the relationship between the types of feedback the preservice science teacher gets and the teaching performance according to the Clinical Supervision Model

In this study, it was aimed to determine the type of feedback given by the classroom teacher and the supervisor to a science preservice teachers taking a teaching practicum according to the Clinical Supervision Model (CSM), to describe whether there is a relationship between the type of feedback and the student's performance and to describe the preservice teachers's knowledge of the CSM intended to obtain their opinions. The research was carried out in a public secondary school in Bursa Nilüfer during the spring semester of the 2018-2019 academic year. The sample of the study consisted of a volunteer science preservice teacher studying at the Department of Science Education at Bursa Uludağ University and taking a teaching practicum course, and the study was carried out with the principle of qualitative research. In the direction of the study, three sub-problems were determined and the data were obtaioned from: a) Observations made during the lectures of the application student; b) Final interviews after the lectures and c) Last interview held to determine the general thoughts of the preservice teacher about the CSM. The observation data obtained from the observation form and the notes taken by the stakeholders during the lesson were used during the observation process and the last interview on CSM. The data were evaluated with descriptive analysis and content analysis, and a single case design was used in the qualitative research. When the findings obtained from the data related to the first sub-problem were examined, it was seen that in the final interviews held according to the CSM after the lessons that the preservice teacher had taken, the preservice teacher was mostly given indirect feedback and an action plan was created at the end of each interview for the issues that should be considered in the next lesson. When the findings related to the second sub-problem were examined, it was determined that the preservice teacher paid attention to the feedback received from the stakeholders in the previous and last interviews in the next lessons, and showed improvement in subjects such as creating a lesson plan, being active in the classroom during the lesson, and adjusting the tone of his voice. On the other hand, it was determined that the preservice teacher could not develop at the expected level in subjects such as taking precautions against unexpected situations and creating an alternative time plan. When the findings related to the third sub-problem are examined, the preservice teacher stated that the teaching practice carried out according to the CSM received systematic feedback from the stakeholders involved in the course process, his reflection skills for the course he taught improved over time, he developed positive feelings towards the CSM. He finally stated that he experienced an effective teaching practicum period within the scope of the CSM model.