Pre-Service Teachers' Pedagogical Development through the Peer Observation Professional Development Programme

Autor/in	Dos Santos, Luis Miguel
Titel	Pre-Service Teachers' Pedagogical Development through the Peer Observation Professional Development Programme
Quelle	In: South African Journal of Education, 40 (2020) 3, Artikel 1794 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Dos Santos, Luis Miguel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Preservice Teachers; Professional Development; Observation; Student Teaching; Student Teacher Attitudes; Internship Programs; Secondary School Teachers; Experienced Teachers; Cooperating Teachers; STEM Education; Private Schools; Professional Identity; Self Efficacy; Program Effectiveness; Postcolonialism; Teacher Improvement; Foreign Countries; Macau; South Africa + Suchen Sie Ihr Suchwort? Beobachtung; Teaching practice; Unterrichtspraxis; Berufspraktische Ausbildung; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; STEM; Private school; Privatschule; Self-efficacy; Selbstwirksamkeit; Post colonialism; Postkolonialismus; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Student-teaching internships in a teacher-preparation programme are a significant way for teachers to gain practical skills and transfer their textbook knowledge into classroom practice. One of the outcomes of student-teaching internships is that pre-service teachers can observe experienced teachers' teaching pedagogy and strategies for implementing their skills. The purpose of the research study reported on here was to explore how pre-service teachers acquire and improve their teaching pedagogy through the peer observation training model at the secondary school at which they intern, with a focus on pre-service teachers with an interest in science, technology, engineering and mathematics (STEM) teaching. The results indicate that most of the participants could learn and improve their teaching pedagogy through the peer observation professional development programme -- particularly young teachers without significant work experience. More importantly, the research proved how a peer observation cycle programme may apply to different educational systems with similar structures internationally, particularly in former European colonised countries with similar backgrounds. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01