Literaturnachweis - Detailanzeige
| Autor/inn/en | Vander Kloet, Marie Annette; Chugh, Brige Paul |
|---|---|
| Titel | An Interdisciplinary Analysis of Microteaching Evaluation Forms: How Peer Feedback Forms Shape What Constitutes "Good Teaching" |
| Quelle | In: Educational Research and Evaluation, 18 (2012) 6, S.597-612 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1380-3611 |
| DOI | 10.1080/13803611.2012.704171 |
| Schlagwörter | Microteaching; Teacher Evaluation; Interdisciplinary Approach; Peer Evaluation; Feedback (Response); College Instruction; Teacher Effectiveness; Feminism; Postmodernism; Mixed Methods Research |
| Abstract | Microteaching, a standard method for developing teaching skills, places high importance on peer feedback, which is guided by post-session feedback forms. This paper focuses on how feedback forms can shape what becomes understood as important to teaching. A sample of 10 microteaching evaluation forms drawn from North American postsecondary education institutions were examined using both qualitative and quantitative methods. Through a mixed-methods, interdisciplinary approach combining quantitative form classification based on distinct teaching elements with qualitative analysis drawing on Foucauldian and post-structural feminisms, key challenges are identified in the way that peer feedback forms may shape perceptions of what constitutes "good teaching". We interpret that the close attention paid to the management of the body and the disproportionate focus on presentation and style may foreclose other modes of teaching beyond a conventional lecture-based class. This leads to a discussion on the ways in which the evaluation forms can be enhanced to provide a more effective educational tool. (Contains 8 notes, 1 table and 1 figure.) (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 | 2017/4/10 |
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