Search results for: Feedback
Page 4/10 91 items
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
This study examined the strategies that mentors adopted in giving actual feedback and the interns' perceptions of this feedback. Eleven participants in this study were five TESOL mentors, one Internship course instructor, and five MA student teaching interns. The mentors’ strategies included a number of strategies considered to be effective in giving intern-friendly or constructive feedback in teacher education contexts, such as the use of questions, the delivery of compliments before criticisms or specific suggestions. The findings reveal that the teaching interns’ comments seemed to indicate that they felt pleased with the feedback they received. The authors recommend that mentors pay special attention to affective factors when giving feedback to the interns to create the rapport with the latter and a favorable atmosphere for their learning.
Updated: Dec. 22, 2013
This article reviews the efforts of the teacher education program at the University of Colorado Denver to examine the extent to which culturally responsive practices were evident in their program and to provide professional development supports to faculty as they undertook course revision work. External evaluation of the program highlighted: a near absence of community-based learning experiences for teacher candidates, a glaring concern regarding their limited conceptualization of social justice and diversity, and a need for enhanced efforts at recruitment of diverse teacher candidates. The authors describe how professional development was designed and implemented and ensuing programmatic changes. The authors conclude with recommendations for such programmatic changes.
Updated: Dec. 18, 2013
The Mentoring Profile Inventory: An Online Professional Development Resource for Cooperating Teachers
This article reports on the origins, development and refinement of an online inventory to help cooperating teachers focus on selected dimensions of their practice. Results can be used individually or collectively to facilitate cooperating teacher professional development by providing the opportunity for dialog around a set of common issues.
Updated: Nov. 20, 2013