Promoting Effective Teacher-Feedback: From Theory to Practice through a Multiple Component Trajectory for Professional Development

Autor/inn/en	Voerman, Lia; Meijer, Paulien C.; Korthagen, Fred; Simons, Robert Jan
Titel	Promoting Effective Teacher-Feedback: From Theory to Practice through a Multiple Component Trajectory for Professional Development
Quelle	In: Teachers and Teaching: Theory and Practice, 21 (2015) 8, S.990-1009 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2015.1005868
Schlagwörter	Feedback (Response); Faculty Development; Theory Practice Relationship; Teacher Behavior; Classroom Environment; Classroom Techniques; Teacher Effectiveness; Teacher Improvement; Program Descriptions; Program Effectiveness; Program Evaluation; Teaching Methods; Intervention; Training Methods; Experienced Teachers; Pretests Posttests; Protocol Materials; Vocational Education Teachers; Video Technology; Educational Practices; Foreign Countries; Regression (Statistics); Netherlands + Suchen Sie Ihr Suchwort? Theorie-Praxis-Beziehung; Teacher behaviour; Lehrerverhalten; Klassenklima; Unterrichtsklima; Klassenführung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Programme evaluation; Programmevaluation; Teaching method; Lehrmethode; Unterrichtsmethode; Didaktik; Trainingsmaßnahme; Unterrichtsprotokoll; Ausbilder; Bildungspraxis; Ausland; Regression; Regressionsanalyse; Niederlande
Abstract	This study describes an evaluation of a theory-based trajectory for professional development called FeTiP (Feedback-Theory into Practice) that aims to have an observable effect on teacher classroom behavior. FeTiP is a multicomponent trajectory for professional development and combines several types of interventions. Its goal is to help teachers expand their feedback behavior in the classroom to provide more, and more effective (i.e. learning-enhancing), feedback. We first describe the foundation of FeTiP, with a central focus on how classroom behavior can be influenced by a multicomponent trajectory of professional development, as this is often a major aim in initiatives for the professional development of teachers but is the most difficult to establish. We describe the effects of FeTiP on the feedback behavior of teachers and attempt to explain why these effects occurred. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01