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Autor/inn/en | Voerman, Lia; Meijer, Paulien C.; Korthagen, Fred; Simons, Robert Jan |
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Titel | Promoting Effective Teacher-Feedback: From Theory to Practice through a Multiple Component Trajectory for Professional Development |
Quelle | In: Teachers and Teaching: Theory and Practice, 21 (2015) 8, S.990-1009 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1354-0602 |
DOI | 10.1080/13540602.2015.1005868 |
Schlagwörter | Feedback (Response); Faculty Development; Theory Practice Relationship; Teacher Behavior; Classroom Environment; Classroom Techniques; Teacher Effectiveness; Teacher Improvement; Program Descriptions; Program Effectiveness; Program Evaluation; Teaching Methods; Intervention; Training Methods; Experienced Teachers; Pretests Posttests; Protocol Materials; Vocational Education Teachers; Video Technology; Educational Practices; Foreign Countries; Regression (Statistics); Netherlands Theorie-Praxis-Beziehung; Teacher behaviour; Lehrerverhalten; Klassenklima; Unterrichtsklima; Klassenführung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Programme evaluation; Programmevaluation; Teaching method; Lehrmethode; Unterrichtsmethode; Didaktik; Trainingsmaßnahme; Unterrichtsprotokoll; Ausbilder; Bildungspraxis; Ausland; Regression; Regressionsanalyse; Niederlande |
Abstract | This study describes an evaluation of a theory-based trajectory for professional development called FeTiP (Feedback-Theory into Practice) that aims to have an observable effect on teacher classroom behavior. FeTiP is a multicomponent trajectory for professional development and combines several types of interventions. Its goal is to help teachers expand their feedback behavior in the classroom to provide more, and more effective (i.e. learning-enhancing), feedback. We first describe the foundation of FeTiP, with a central focus on how classroom behavior can be influenced by a multicomponent trajectory of professional development, as this is often a major aim in initiatives for the professional development of teachers but is the most difficult to establish. We describe the effects of FeTiP on the feedback behavior of teachers and attempt to explain why these effects occurred. (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 | 2020/1/01 |