Search results for: Feedback
Page 3/9 84 items
This study identifies the influential variables for professional development as a teacher evaluation outcome from a teachers’ perspective. The findings reveal that the effect of the evaluation system on professional development is limited. The effects teachers perceive from the evaluation system on their professional development may be related to different characteristics of the evaluation system. The results of this study show that limited teaching experience, useful feedback and a positive attitude of the principal are the most important characteristics of the evaluation system. These characteristics are positively related to outcomes of the teacher evaluation system on professional development.
Updated: Feb. 09, 2015
Feedback Consistencies and Inconsistencies: Eight Mentors’ Observations on One Preservice Teacher’s Lesson
The purpose of this case study was to examine the providing oral feedback in a simulated mentor–mentee discussion. Findings showed that mentors’ feedback was variable in both their positive feedback and constructive criticisms and, in one case, the feedback was contrasting in nature.
Updated: Jan. 15, 2015
Promoting Deep Learning in a Teacher Education Programme through Self- and Peer-Assessment and Feedback
The current study examined the impact of a deeper approach to learning on pre-service teachers’ critical thinking and metacognitive skills. The study also examined the impact on student learning outcomes within a project based module with a significant design element. The findings reveal that the quality of students’ reflections through peer feedback and overall satisfaction with the module remained high despite students’ citing a preference for instructor feedback.
Updated: Jan. 11, 2015
In this article, the authors discuss the introduction of Wi-Fi-based e-portfolios into a Master of Teaching programme at an Australian university. They describe how the e-portfolios were perceived and used by pre-service teachers in the first year of their implementation, and indicate the challenges and limitations encountered.
Updated: Dec. 22, 2014
Benefiting the Educator and Student Alike: Effective Strategies for Supporting the Academic Language Development of English Learner (EL) Teacher Candidates
This article details specific, research-based feedback strategies that the authors have found useful in working with and supporting the academic language development of English Learners (EL) preservice secondary teachers. These feedback strategies are organized and discussed in terms of the following four themes: focused feedback on student writing, focused feedback on oral communication, explicit modeling, and revision and assessment.
Updated: Nov. 26, 2014
This article presents a thematic analysis of the research evidence on assessment feedback in higher education (HE) from 2000 to 2012. This review focuses on the feedback that students receive within their coursework from multiple sources.
Updated: Oct. 07, 2014
This review seeks to move conceptions of the ways in which cooperating teachers participate in teacher education beyond commonly held beliefs to empirically supported claims. The analysis generate 11 different ways that cooperating teachers participate in teacher education: as Providers of Feedback, Gatekeepers of the Profession, Modelers of Practice, Supporters of Reflection, Gleaners of Knowledge, Purveyors of Context, Conveners of Relation, Agents of Socialization, Advocates of the Practical, Abiders of Change, and Teachers of Children.
Updated: Sep. 22, 2014
This article explores how mathematics students enrolled in the Bachelor of Education )Honours) degree programme offered by the Faculty of Education of the University of Malta experience the feedback they receive from tutors while out on teaching practice (TP). The author concludes that the approach being proposed here builds on the realisation that TP offers a strong common purpose among the interested parties. During TP visits, both tutors and student teachers are involved simultaneously in the same assessment activity – that is, providing feedback to their respective students within an assessment scenario that carries both formative and summative connotations.
Updated: Sep. 15, 2014
Evaluating the Evidence Base of Performance Feedback in Preservice Special Education Teacher Training
In this study, the authors identify eight single-subject studies examining the effects of performance feedback in preservice teachers to determine the evidence base for this practice. Positive findings are shown across seven of the eight studies. Teacher-specific behaviors do improve after receiving performance feedback. However, the change in these behaviors was not consistent across all studies.
Updated: Jul. 20, 2014
This study examined whether and how writing their own reflections in open online reflective journals (ORJs) can encourage and support online learners to engage in self formative assessment and meaningful reflections. The study findings show that the open ORJs encouraged self assessment and provided opportunities for students to openly articulate what and how they were learning while also receiving formative feedback. Through the opportunities to interact with others (teacher and peers) within individual reflective processes, dialogic feedback and meaning making emerged to offer a constructive link between internal and external feedback.
Updated: Apr. 23, 2014