Literaturnachweis - Detailanzeige
| Autor/inn/en | Daniel, Graham R.; Auhl, Greg; Hastings, Wendy |
|---|---|
| Titel | Collaborative Feedback and Reflection for Professional Growth: Preparing First-Year Pre-Service Teachers for Participation in the Community of Practice |
| Quelle | In: Asia-Pacific Journal of Teacher Education, 41 (2013) 2, S.159-172 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1359-866X |
| DOI | 10.1080/1359866X.2013.777025 |
| Schlagwörter | Preservice Teachers; Communities of Practice; Reflection; Teacher Competencies; Feedback (Response); Critical Thinking; Transformative Learning; Elementary School Teachers; Skill Development; Teaching Skills; Peer Influence; Foreign Countries; Australia |
| Abstract | Teaching has been described as an emerging community of practice. Within such professional communities, the processes of reflection and collaborative dialogue, or critical transformative dialogue, are central to the maintenance and improvement of professional practice for individuals, and the field. This paper reports on the challenges experienced by a group of first-year pre-service teachers engaging in a process of reflection and critique with peers, as they participated in a program focused on the development of core practices of teaching. These pre-service teachers' responses indicated their growing understanding of the importance of engaging in ongoing critical dialogue, as part of the "unnatural" aspects of teaching. The paper concludes with a reflection on the value of feedback from the earliest stages of professional learning. (Contains 2 tables.) (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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