Literaturnachweis - Detailanzeige
| Autor/inn/en | Lounsbery, Monica Fabian; Sharpe, Tom |
|---|---|
| Titel | Effects of Sequential Feedback on Preservice Teacher Instructional Interactions and Students' Skill Practice. |
| Quelle | In: Journal of Teaching in Physical Education, 19 (1999) 1, S.58-78Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0273-5024 |
| Schlagwörter | Feedback; Higher Education; Physical Education Teachers; Preservice Teacher Education; Professional Development Schools; Secondary Education; Secondary School Teachers; Sequential Approach; Skill Development; Student Teachers; Teacher Response; Teacher Student Relationship; Teaching Methods Hochschulbildung; Hochschulsystem; Hochschulwesen; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehramtsstudiengang; Lehrerausbildung; Sekundarbereich; Schrittfolge; Kompetenzentwicklung; Qualifikationsentwicklung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerkommentar; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode |
| Abstract | Examined the effects of sequential feedback on preservice physical educators' instructional interactions with students, assessing the influence of differential sequential interactions on student skill practice. Observational data indicated that sequential feedback consistently increased the incidence of refinement and explicit instruction within preservice teacher sequential instructional interactions. Preservice teacher sequential pattern changes positively influenced the incidence of student-appropriate skill practice. (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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