Literaturnachweis - Detailanzeige
| Autor/inn/en | Crichton, Hazel; Valdera Gil, Francisco |
|---|---|
| Titel | Student Teachers' Perceptions of Feedback as an Aid to Reflection for Developing Effective Practice in the Classroom |
| Quelle | In: European Journal of Teacher Education, 38 (2015) 4, S.512-524 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0261-9768 |
| DOI | 10.1080/02619768.2015.1056911 |
| Schlagwörter | Student Teacher Attitudes; Feedback (Response); Reflection; Classroom Techniques; Best Practices; Teaching Skills; Teaching Experience; Interviews; Mentors; Peer Evaluation; Professional Development; Student Reaction; Preservice Teacher Education; Student Teaching; Foreign Countries; Essays; United Kingdom (Scotland) |
| Abstract | Since Schön's influential work on reflective practice, reflection has been prioritised in teacher education programmes internationally. The research described in this paper examined the development of postgraduate student teachers' reflective processes in their first school placement. Twenty-five students were asked to write an account of their evolution in an area of their teaching, and how they were supported to evaluate lessons and reflect on their practice. Subsequently, a sample was interviewed to explore themes arising from the essays. In describing their development of a reflective perspective, the students identified useful feedback from three main sources: mentors, peers and pupils. Although the research took place within a Scottish context, the different roles that feedback played in the development of reflection should be of interest to teacher educators and student teachers internationally, as it could be argued that beginning teachers in every country face similar issues relating to reflection. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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