Using Walkthrough Observations to Document Dispositional Actions

Autor/inn/en	Danley, Angela; Theiss, Deb
Titel	Using Walkthrough Observations to Document Dispositional Actions
Quelle	In: School-University Partnerships, 8 (2015) 2, S.26-32 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-7125
Schlagwörter	School Visitation; Professional Development Schools; Preservice Teachers; Classroom Observation Techniques; Elementary Education; Preschool Education; Majors (Students); Teacher Characteristics; Teacher Student Relationship; Psychological Patterns; Information Utilization + Suchen Sie Ihr Suchwort? Elementarunterricht; Pre-school education; Vorschulerziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Informationsnutzung
Abstract	Faculty from a Midwestern university implemented walkthrough observations in a Professional Development Schools (PDS) field experience with elementary and early childhood majors. The instructors researchers used walkthrough observation forms to track, evaluate, and monitor teacher candidate dispositions. The data were collected electronically and then compiled to present a picture of the developing skills and expertise of the pre-service teacher. Teacher candidates reflected on the data and used the information to set goals for continued development of teacher dispositions. The faculty used the observable data to better evidence the teacher candidate dispositions through their actions and interactions with children in the classroom. (As Provided).
Anmerkungen	National Association for Professional Development Schools. College of Education University of South Carolina, Wardlaw 252, Columbia, SC 29208. Tel: 803-777-1515; Fax: 803-777-3035; e-mail: napds@mailbox.sc.edu; Web site: http://www.napds.org/school_university_partnerships.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01