Self-Assessment of Self-Assessment in a Process of Co-Teaching

Autor/inn/en	Wolffensperger, Yochie; Patkin, Dorit
Titel	Self-Assessment of Self-Assessment in a Process of Co-Teaching
Quelle	In: Assessment & Evaluation in Higher Education, 38 (2013) 1, S.16-33 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2011.596925
Schlagwörter	Team Teaching; Self Evaluation (Individuals); Evaluation Methods; College Faculty; Foreign Countries; Mathematics Education; Literacy Education; Observation; Interviews; Grounded Theory; Teacher Education Programs; Teacher Educators; Reflection; Teacher Attitudes; Student Attitudes; College Students; Elementary School Mathematics; Skill Development; Israel + Suchen Sie Ihr Suchwort? Teamteaching; Fakultät; Ausland; Mathematische Bildung; Beobachtung; Interviewing; Interviewtechnik; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Schülerverhalten; Collegestudent; Elementare Mathematik; Schulmathematik; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	The present paper engages in a qualitative research of self-assessment of two lecturers and their students within the framework of a mathematics teaching seminar course (a course during which students submit a research final work) at a teachers' training college in Israel. Two lecturers co-teach in the course - one of them in the discipline of mathematics and the other in the discipline of academic literacy. The study explores the development process of this experience in the course of one academic year. Data were gathered by means of observations, interviews and reflection records, and the data analysis was done by the "grounded theory" method. The research findings indicate that the self-assessment experience of students is far from being faultless. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10