Educating Future Teachers Innovative Perspectives in Professional Experience
150 This comment is consistent with another final-year preservice teacher who wrote: ‘I wasn’t really aware that I was supposed ...
151 In contrast, school coordinators reported that as a result of the implementation of the rubric and self-assessment and repor ...
152 in continuous professional development throughout their careers (AITSL, 2014 ). It is noteworthy that two supervising teache ...
153 There is long-term value in promoting preservice teachers’ self-regulation of their learning (Hodkinson & Hodkinson, 200 ...
154 all stakeholders played a more active role in the learning, reviewing and assessment process. Specifically, school coordinat ...
155 References Australian Institute for Teaching and School Leadership (AITSL). (2014). Purpose of the stan- dards. http://www.a ...
156 Sim, C., Freiberg, J., White, S., Allard, A., Le Cornu, R., & Carter, B. (2012). Using professional standards: Assessing ...
© Springer Nature Singapore Pte Ltd. 2018 157 J. Kriewaldt et al. (eds.), Educating Future Teachers: Innovative Perspectives in ...
158 Introduction This chapter outlines a study that investigated how a descriptive observation tool used by mentor teachers, oth ...
159 Background Literature Professional Conversations Preservice teacher programs, research and policy, situate school-based lear ...
160 teachers ‘are central to developing student teachers’ cognitions that underlie their professional knowledge and performance’ ...
161 Framing Post-lesson Conversations Using Relational Agency Relational agency as theorised by Edwards ( 2010 ) is the ‘capacit ...
162 (Griffin, 2014 ). There is also a checklist of classroom activities that can be com- pleted, and the movement of the teacher ...
163 The project is based on an interpretivist case study approach in which ‘researchers do not seek to find universals in their ...
164 To garner further in-depth responses, a focus group was convened, which com- prised eight participants who had used the Teac ...
165 recalls his frustration in receiving generalised feedback that his lesson was ‘good’ or ‘bad’ when he was a preservice teach ...
166 These comments are discerning as they acknowledge the impossibility of objec- tive observation. No one expects the observer ...
167 In his statement, Andre notices that reorienting the discussion to become learn- ing focused had changed the relationship be ...
168 Substantive dialogue using evidence of practice evokes reflection, and as Frances explains, the preservice teacher considers ...
169 Conclusion This project designed an interactive tool that aimed to collate descriptive observa- tion evidence that can creat ...
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