An Exploratory Analysis of the Substantive Aspects of the Feedback Phase of the Supervisory Cycle.

Autor/in	Mitchell, Jim
Titel	An Exploratory Analysis of the Substantive Aspects of the Feedback Phase of the Supervisory Cycle.
Quelle	(1994), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Cooperating Teachers; Elementary Secondary Education; Feedback; Foreign Countries; Higher Education; Practicum Supervision; Preservice Teacher Education; Social Sciences; Student Teachers; Student Teaching; Supervisory Methods; Teacher Role; Australia + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Lehrerrolle; Australien
Abstract	This study involved case studies of six secondary social science associate teachers and their allotted student teachers (enrolled at the University of Canberra, New South Wales, Australia) to examine aspects of the post-observation annual meeting or feedback phase of the practicum supervisory cycle. The content of the feedback was found to focus on six areas, with the following percentage frequency of occurrences across cases: lesson presentation (30 percent), classroom management (22 percent), knowledge of classroom context (17 percent), lesson planning (13 percent), knowledge of content (10 percent), and teacher self-image (7 percent). Associate teachers' main concern in relation to classroom management was to identify and remediate perceived classroom control deficiencies. Associate teachers attempted to equip student teachers with a comprehensive knowledge base relating to the class as a whole and the groups and individuals within it. They also attempted to develop and maintain the student teachers' self-image. (Contains 10 references.) (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC