Search results for: Effective feedback
Page 1/1 4 items
In many teacher preparation programs at institutions of higher education in the United States, pre-service teachers receive mentoring and constructive feedback during their internship placement from an experienced supervising teacher and a university coordinator. Often the feedback loop is closed by asking interns, ‘was this useful?’ To better answer this question, researchers employed a phenomenological approach to collect interview and focus group data on the lived experiences, perceptions, and understandings of six pre-service special education interns during their internship experience. Emerging themes included satisfaction with level of support provided by supervisory stakeholders, a feeling of isolation from peer support, special consideration of the components within the evaluation tool, and a request to be provided with additional background information for their assigned university coordinators. These lessons were aggregated, presented, and then integrated into the experiences provided to forthcoming pre-service educators.
Updated: Sep. 21, 2020
The paper presents a detailed tool for mentors and describes categories of pedagogical practices related to an extended inquiry-cycle model. The paper comes as a response to the need of effective mentoring tools to make programs more effective, and to allow for more efficient feedback to protégés.
Updated: Feb. 26, 2008
The article describes the materials available to preservice teachers' education program to be used for critical reflection. The authors report on the development of multimedia resources, such as interactive CDROMs, videos and websites, used as supplements to traditional instructional programs, and methods to enhance the teachers' teaching strategies. Evaluation data was derived from focus group interviews and surveys. Analysis of these data supports the value of multimedia material as a vicarious learning experience; and highlights the extent that multimedia can demystify science teaching.
Updated: Feb. 17, 2008
This study compares student responses and performance after receiving two types of feedback, that provided by model answers and that provided by personal comments. In 2004 and 2005, a total of 183 students in first and honours years biology courses were provided with both types of feedback, and their perceptions and preferences were explored using a questionnaire. Questionnaire results showed that a majority of students wanted both kinds of feedback, but that there was a preference for personal over model feedback.
Updated: Jan. 15, 2008