Search results for: Bastiaens Theo J.
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In this article, the authors focused on observed and perceived feedback on practice among teachers, who participated in a peer coaching program. The authors focused on two issues: the interplay of observed feedback dimensions and elements and perceptions of that feedback. The results showed that the elements of the peer coaching program were proven as an effective professional development activity: watching video excerpts, asking open-ended, solution-focused questions, acknowledging coached teachers, and helping them to tackle their goals were confirmed as parts of an effective feedback environment.
Updated: Nov. 07, 2016
The ‘Self-Regulated Learning Opportunities Questionnaire': A Diagnostic Instrument for Teacher Educators' Professional Development
In this article, this self-regulated learning (SRL) model, which was described in a previous theoretical study elaborated towards the ‘Self-Regulated Learning Opportunities Questionnaire' (SRLOQ) that can be applied by primary teacher educators as a diagnostic instrument for classroom settings.
Updated: Jul. 03, 2016