The ability to give constructive, purposeful and timely feedback is essential to the
teaching profession. Research indicates that this competence remains underdeveloped
during initial teacher education. This paper focuses on the design, implementation, and
evaluation of a competence development intervention with secondary mathematics
student teachers. The intervention builds on videotaped response-based simulations.
A pre-test/post-test design was used. Mathematics student teachers were invited to
respond to open-ended questions while watching a series of video-vignettes which
focused on providing feedback to students in different real-life classroom situations.
Content analysis of student teachers’ answers helped us map changes in their feedback
competence development. A scale was developed to capture their related feedback
self-efficacy. The results indicate that the intervention had a positive impact on the
development of mathematics student teachers’ feedback competence. Implications
and directions for future research are discussed.