Search results for: Self evaluation
Page 2/3 23 items
The current paper describes the author's exploration in using arts-based techniques for teaching research to support the development of students' self-study research projects. The author employed three arts-based research projects to assist doctoral students in articulating research interests, framing research proposals, and reflecting on their development as researchers.
Updated: Mar. 09, 2011
Studying the “I” in our Teaching and Learning: Influences of Identity on Pedagogy for Faculty of Color at a Rural University
The authors report how the cultural identities of three Black professors influence their pedagogy at a rural, predominantly white, university in the USA. This study includes the voices of two other colleagues as critical friends to the discourse to facilitate perspective and completeness. Findings from the study revealed that the sense of being or identity did contribute to pedagogical style, perceptions of and responses to personal and professional challenges, including interactions with colleagues. The authors recommend the use of co-auto-ethnographic self-study with critical friends as an important methodology to guide faculty members as they engage in social justice teaching practices.
Updated: Jan. 30, 2011
Enhancing Mentoring of Teacher Candidates Through Consultative Feedback and Self-Evaluation of Instructional Delivery
The purpose of this study was to evaluate a supplemental method of providing supervisory feedback to teacher candidates in an attempt to improve instructional efficacy. A single-case, multiple-baseline, across-participants design was used to evaluate lesson components, rate of praise statements, and rate of opportunities to respond included by teacher candidates in their teaching. Consultation was effective in increasing the number of lesson components and amount of behavior-specific praise delivered during instruction for all participants.
Updated: Jan. 02, 2011
Teachers, Families, and Communities Supporting English Language Learners in Inclusive Pre-Kindergartens: An Evaluation of a Professional Development Model
The goal of the Teachers, Families, and Communities Supporting English Language Learners (TFC) project was to implement and evaluate a sustainable model of high-quality professional development focused on improving inclusive pre-kindergarten services for English Language Learners (ELL) and their families. Results indicate that the professional development program supported pre-kindergarten teachers in their efforts to be responsive to ELL children in their classrooms and with their families.
Updated: Sep. 05, 2010
This article examines the author’s three-year journey developing a personal pedagogy of teacher education. As an autobiographical self-study, nodal moments are revealed that raise and reflect the tensions the author experienced and the challenges the author encountered. The author argues that teacher educators, particularly those teaching part time, need to be supported in learning how to facilitate identification of their own and teacher candidates’ beliefs about teaching.
Updated: Jun. 20, 2010
Although video self-analysis has been used for years in teacher education, the camera has almost always focused on the preservice teacher. In this study, the researcher videotaped eight preservice teachers four times each during their student-teaching internships. Their perspectives both before and after watching DVDs of themselves and their students' responses provided the qualitative data for this study. Findings indicate that the participants strongly believe in the effectiveness of video self-analysis to help them notice classroom interactions.
Updated: Jun. 13, 2010
Nigerian Inservice Teachers' Self-Assessment in Core Technology Competences and Their Professional Development Needs in ICT
This study was a survey designed to engage postgraduate inservice teachers from selected universities in the south-south geopolitical zone of Nigeria in selfassessment of core technology competence. 238 teachers participated in the study. The study was also designed to determine the professional development needs of the inservice teachers and their preferred mode of professional development. Results revealed that the majority of the inservice teachers lacked competencies in core technology areas.
Updated: Jan. 12, 2010
The Use of Self-Assessment to Foster Students' Learning in Teacher Education: An Experience in Teaching Practice
This study examined the effectiveness of self-assessment during teaching practice and determined whether the students, after engaging in the self-assessment process, exhibited changes in their learning and teaching. Participants comprised 47 students who were enrolled in an in-service teacher education program. Questionnaire and focus group interviews were employed to examine the usefulness of the self-assessment and the possible changes in students' learning. Analysis of the results indicates that students found that self-assessment enhanced their learning during teaching practice, especially in the area of reflective thinking.
Updated: Nov. 18, 2009
In this study, the authors used confirmatory factor analysis to verify construct validity for the Teachers’ Attitudes Toward Computers (TAC) Questionnaire. This questionnaire is an instrument created from 32 well-validated scales, as a more parsimonious questionnaire covering areas assessed by previously existing instruments in the field. The authors to conclude that the TAC is a well-validated, reliable instrument for teachers’ self-appraisal of their attitudes toward computers.
Updated: Jun. 25, 2009
Students' reactions to the intersection between ongoing experiences in the university classroom and student teaching constitute the formative component of learning assessment called self-assessment. Student reactions constituted evidence for final self-evaluation, the summative component of self-assessment. The implementation of a self-evaluation protocol in a science methods course provided the focus for a descriptive and interpretive study.
Updated: Jun. 10, 2009