Search results for: Feedback
Page 2/9 84 items
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
Enhancing Feedback in Student-Teacher Field Experience in Scotland: The Role of School–University Partnership
This paper examines school–university partnership and formative feedback within student-teacher field experience. The authors examine the qualities of a three-way dialogue about student-teacher progress, and the issues that militate against feedback being used to maximise professional development. This small study of additional support for students on field experience indicated that there were positive outcomes regarding the three-way dialogue about student-teacher progress. This dialogue gave a greater focus to the whole feedback process, encouraging the student to consider the learning goals of placement more clearly. And, particularly from the tutor point of view, this more intensive contact with the partner schools helped by giving an even greater incentive to the tutors to have a secure professional relationship with each other and thus with the schools.
Updated: Sep. 20, 2016
Digital Oral Feedback on Written Assignments as Professional Learning for Teacher Educators: A Collaborative Self-study
The current paper reports on a self-study of teacher educators involved in a preservice teacher unit on literacy. In this study, the teacher educators provided the preservice teachers with digital oral feedback about their final unit of work. The authors found that working as a team enabled them to provide more in-depth feedback on the assessment criteria for each assignment than was previously the case with written feedback. Through this dialogical feedback, the teacher educators were able to construct the preservice teachers’ assignments as an important textual gift for their collaborative professional learning.
Updated: Jul. 18, 2016
This paper presents findings from a study in which the author served as an expert coach and provided ongoing support to four elementary school teachers related to employing standards-based pedagogies in their mathematics classrooms. In addition to assisting teachers, the author examined which supports they sought and the impact of them on mathematics instruction.
Updated: Jul. 03, 2016
Providing Written Feedback on Students’ Mathematical Arguments: Proof Validations of Prospective Secondary Mathematics Teachers
Prior research has demonstrated several weaknesses teachers have with respect to proof validation, but little research has investigated instructional sequences aimed to improve this skill. In this paper, the authors present the results from the implementation of such an instructional sequence. The results provide insight into the errors to which prospective secondary mathematics teachers (PSMTs) attend when validating mathematical arguments. In particular, PSMTs’ written feedback indicated that they were aware of the limitations of inductive argumentation
Updated: Mar. 29, 2016
Using Improvement Science to Better Support Beginning Teachers: The Case of the Building a Teaching Effectiveness Network
This paper analyzes how Effectiveness Network (BTEN) schools supported new teacher development using a standard feedback process and improvement science methods. The findings reveal that BTEN participants almost universally reported the use of the feedback process as strengthening relationships between administrators and teachers by opening up communication and making new teachers more visible and vocal in the schools. In addition, administrators also described the consistency and inclusiveness of BTEN as important to improving relationships and developing teachers’ expertise.
Updated: Jan. 10, 2016
Questioning to Scaffold: An Exploration of Questions in Pre-service Teacher Training Feedback Sessions
This study explored trainer questioning strategies which aimed to scaffold development and learning in teacher training feedback sessions. Findings include a categorisation of different question types which seemed to prompt reflection and construction of knowledge. The data also suggest that trainees need varying levels of support through different question types to better scaffold their understanding of teaching.
Updated: Dec. 22, 2015
This study will evaluate the engagement of students with the virtual learning environment (VLE) enhancements. The purpose of this evaluation is to relate a specific virtual framework, designed for students participating on biology modules contained in the Science Extended Degree (SED) course, with levels of student engagement. The results indicate that a substantial proportion of students completed all of these assessments, and this appears to be directly linked to attainment of higher grades. The findings reveal that the VLE model described here seems to be of major benefit to students as a learning tool. The findings were positive showing that time spent on the test was decreased as the course progressed and there was a positive attitude swing towards learning shown by the students.
Updated: Oct. 27, 2015
This pilot study successfully demonstrated the efficiency, feasibility, and acceptability of a school-based Multicomponent training (MCT) strategy in the training of four teachers of students with severe disabilities in the use of simultaneous prompting (SP). The MCT strategy utilized demonstrated the efficacy of a research-based performance feedback process.
Updated: Jun. 14, 2015
This article examines the way the teacher candidates used their understandings of their roles and relationships to construct instances of success. These participants had the same content major, took the same teaching coursework, and had the same programmatic expectations for student teaching. Both deemed their student teaching internship as a successful learning experience, and they received a passing grade. However, the two teacher candidates differed in the ways which they made meaning of everyday events and relationships. One of the participants defined success through the feedback from her cooperating teachers and university supervisors, whereas the other participant drew upon her own internal beliefs.
Updated: Mar. 19, 2015