Articulation and Re-Articulation: Development of a Model for Providing Quality Feedback to Pre-Service Teachers on Practicum

Autor/in	White, Stephanie
Titel	Articulation and Re-Articulation: Development of a Model for Providing Quality Feedback to Pre-Service Teachers on Practicum
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 35 (2009) 2, S.123-132 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
Schlagwörter	Feedback (Response); Preservice Teacher Education; Student Teachers; Action Research; Foreign Countries; Teaching Methods; Elementary School Teachers; Student Teaching; Teaching Skills; Program Effectiveness; Surveys; Reflection; Concept Formation; Observation; Student Teacher Supervisors; Practicums; New Zealand + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Projektforschung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching practice; Unterrichtspraxis; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Survey; Umfrage; Befragung; Concept learning; Begriffsbildung; Beobachtung; Practicum; Praktikum; Praktika; Neuseeland
Abstract	Student teachers studying to become primary school teachers in New Zealand can spend up to 24 weeks on professional teaching practice in schools. This paper describes a model (based on the Conversational Framework by Laurillard), developed after conducting an action research study requiring critical reflection on the practice of giving feedback to student teachers on professional teaching practice. It outlines both the theoretical and practical aspects of this model and sets in place a useful framework that simplifies the different stages of the feedback process so that students, supervisors and lecturers can gain a better shared understanding of effective pedagogical practice in a variety of teacher education programmes. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10