Is "Good Job" Good Enough?

Quality feedback to teacher candidates about performance and progress is an essential assessment component of teacher education programs that can lead to candidate professional growth. This study (1) examines the quality of actual feedback from university supervisors to teacher candidates during field experiences and (2) examines how supervisor characteristics of experience and content area may relate to feedback. Results showed a lack of negative and constructive feedback and that supervisor background and years of experience affected feedback quality. Findings suggest a need for focused preparation of university supervisors and suggest additional areas for future research. [ABSTRACT FROM AUTHOR]