Rethinking Field Observations: Strengthening Teacher Education through INFORM

Autor/inn/en	Hoyt, Kristin; Terantino, Joe
Titel	Rethinking Field Observations: Strengthening Teacher Education through INFORM
Quelle	In: Action in Teacher Education, 37 (2015) 3, S.209-222 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2015.1052593
Schlagwörter	Observation; Elementary Secondary Education; Preservice Teacher Education; Methods Courses; Preservice Teachers; Student Teaching; Video Technology; Teaching Methods; Communities of Practice; Group Discussion; Classroom Observation Techniques; College Faculty; Cooperating Teachers; Elementary Schools; Middle Schools; High Schools; Reflection; Feedback (Response); Guides; Language Teachers; Second Language Instruction + Suchen Sie Ihr Suchwort? Beobachtung; Lehramtsstudiengang; Lehrerausbildung; Methodisch-didaktische Anleitung; Teaching practice; Unterrichtspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Community; Gruppendiskussion; Fakultät; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Handbuch; Leitfaden; Language teacher; Sprachunterricht; Fremdsprachenunterricht
Abstract	This article introduces the Instructional Field Observation Rounds Model (INFORM), drawn from the medical profession where resident interns make rounds with experienced physicians, as an alternative approach for conducting classroom observations in pre-service teacher education methods courses. INFORM centers on structured group observations in P-12 classrooms, followed by interactive debriefing between methods students, their instructor, and observed classroom teachers. This shift from traditional field observations contributes in addressing the call for transformational change in teacher education with explicit connections between theory and practice (Zeichner, 2010a). We argue that INFORM allows pre-service teachers to focus more intently on improving content-specific teaching practices through a unique community of practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01