Literaturnachweis - Detailanzeige
| Autor/inn/en | Dekker-Groen, Agaath M.; van der Schaaf, Marieke F.; Stokking, Karel M. |
|---|---|
| Titel | A Teacher Competence Development Programme for Supporting Students' Reflection Skills |
| Quelle | In: Teachers and Teaching: Theory and Practice, 19 (2013) 2, S.150-171 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1354-0602 |
| DOI | 10.1080/13540602.2013.741837 |
| Schlagwörter | Teacher Competencies; Reflection; Skill Development; Nursing Education; Teacher Education Programs; Program Effectiveness; Program Evaluation; Feasibility Studies; Educational Quality; Teaching Methods; Feedback (Response); Scaffolding (Teaching Technique); Student Evaluation; Beliefs; Teaching Experience; Self Evaluation (Individuals); Foreign Countries; Teacher Competency Testing; Quasiexperimental Design; Intervention; Pretests Posttests; Likert Scales; Control Groups; Experimental Groups; Faculty Development; Netherlands |
| Abstract | This study aimed to evaluate a training programme for Dutch teachers in six institutes for nursing education to support students' reflection skills. The research question was: what are the feasibility, quality and effects of the programme? The training programme focused on four competences of teachers regarding instructing, guiding, giving feedback on and assessing students' reflection skills. The programme development was informed by research-based features of effective teacher professional development and expertise about reflection and feedback. Nineteen teachers took part in the training programme and eight teachers formed a control group. Pre-measurements concerned teachers' initial knowledge, experience, beliefs, practices and self-assessment of competences. During the programme, data were gathered about participants' appraisal of the content and activities, learning concerns and perceived results. Post-measurements concerned quality and effects of the programme, using teachers' assessment of own development, current teaching activities and repeated measurement of certain practices, beliefs and self-assessment of competences. Teachers' appraisal of the training programme was fairly positive. Results indicate that teachers can develop competences in supporting students' reflection skills and improve their practice in a relatively modest amount of time by participating in a purposeful and coherent programme including relevant content, active learning and expert feedback. (Contains 5 tables and 2 figures.) (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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