Rethinking Student Teacher Feedback: Using a Self-Assessment Resource with Student Teachers

Autor/inn/en	Snead, Lauren Oropeza; Freiberg, H. Jerome
Titel	Rethinking Student Teacher Feedback: Using a Self-Assessment Resource with Student Teachers
Quelle	In: Journal of Teacher Education, 70 (2019) 2, S.155-168 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487117734535
Schlagwörter	Student Teachers; Student Evaluation; Self Evaluation (Individuals); Feedback (Response); Reflective Teaching; Student Teaching; Formative Evaluation; Student Improvement; Teaching Skills; Classroom Techniques; Student Teacher Attitudes + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Schulnote; Studentische Bewertung; Teaching practice; Unterrichtspraxis; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Klassenführung
Abstract	This study examines 10 preservice teachers' use of Freiberg'?s Person-Centered Learning Assessment (PCLA), a self-assessment measure. The PCLA serves as an individualized resource for educators to assess their classroom teaching and learning particularly in the affective domain. Study findings indicate that the 10 student teachers identified future pedagogical changes as a result of utilizing the PCLA, with eight student teachers specifically identifying changes in their classrooms prior to completion of the study. As explored in this study, self-assessments seem to provide novice educators with a unique form of feedback and have the potential to lead to deeper levels of pedagogical self-reflection and resulting changes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01