Literaturnachweis - Detailanzeige
| Autor/in | Jons, Lotta |
|---|---|
| Titel | The Supportive Character of Teacher Education Triadic Conferences: Detailing the Formative Feedback Conveyed |
| Quelle | In: European Journal of Teacher Education, 42 (2019) 1, S.116-130 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Jons, Lotta) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0261-9768 |
| DOI | 10.1080/02619768.2018.1550065 |
| Schlagwörter | Feedback (Response); Formative Evaluation; Foreign Countries; Practicums; Faculty Development; Conferences (Gatherings); Secondary Education; Teaching Methods; Preservice Teachers; Preservice Teacher Education; Sweden |
| Abstract | This study explored feedback conveyed in nine triadic conferences in teacher education practicum. The supportive character of formative feedback was explored in detail by employing a framework that combines two conceptualisations of feedback.The study depicted feedback directed backwards, upwards or forward and focusing performance, strategies, self-regulation or personal characteristics inside a framework of self-regulated learning. Findings show the teacher student to be more active in feed up, feed back and feed forward than previous studies have shown. Furthermore the conversations were found to be characterised by joint problem-solving in which all three parties focused on the student's professional teacher-becoming. In conclusion, the findings indicate a feedback practice characterised by 'sustainable' feedback that scaffolds students' self-assessing competence while fostering student self-reflexivity and self-regulation. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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