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| Autor/inn/en | Subban, Pearl; Round, Penny |
|---|---|
| Titel | Differentiated Instruction at Work. Reinforcing the Art of Classroom Observation through the Creation of a Checklist for Beginning and Pre-Service Teachers |
| Quelle | In: Australian Journal of Teacher Education, 40 (2015) 5, Artikel 7 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0313-5373 |
| Schlagwörter | Foreign Countries; Preservice Teachers; Beginning Teachers; Observation; Check Lists; Qualitative Research; Teacher Educators; Focus Groups; Individualized Instruction; Classroom Techniques; Elementary Secondary Education; Interviews; Australia |
| Abstract | Professional experience is viewed as integral to shaping philosophy and acquiring skills in the area of classroom teaching. Classrooms are complex places, with educators implementing differentiated strategies to cater for student diversity. Pre-service teachers who observe these lessons often miss the intuitive practices, as there is much to absorb during a typical observation session. Equipping them with a checklist enhances this experience, giving them intentional guidelines with regard to observation. The current study, utilized a qualitative approach, to gain an understanding of specific dynamics that impact on a pre-service teacher's professional experience. The intersection of data and the literature led to the creation of a checklist for use by beginning and pre-service teachers. The checklist may be used by teacher educators as an instrument to assist with the preparation of teachers, as it could help with honing in on key elements of observation of classroom practice and differentiated strategies. (As Provided). |
| Anmerkungen | Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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