Literaturnachweis - Detailanzeige
| Autor/inn/en | Baumfield, Vivienne M.; Hall, Elaine; Higgins, Steven; Wall, Kate |
|---|---|
| Titel | Catalytic Tools: Understanding the Interaction of Enquiry and Feedback in Teachers' Learning |
| Quelle | In: European Journal of Teacher Education, 32 (2009) 4, S.423-435 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0261-9768 |
| Schlagwörter | Feedback (Response); Foreign Countries; Teacher Researchers; Interviews; Questionnaires; Content Analysis; Case Studies; Concept Mapping; Formative Evaluation; Metacognition; Schematic Studies; Classroom Techniques; Inquiry; Professional Development; United Kingdom (England) |
| Abstract | This paper investigates how the use of Pupil Views Templates (PVTs), a tool designed to elicit, record and analyse the development of students' awareness of their own learning processes, supports teachers' professional learning. This paper reports on a three-year collaborative practitioner enquiry project involving more than 30 primary and secondary schools in England. The data set includes practitioners' case studies, interviews, questionnaires and cross-project analysis completed by the university team. Analysis focuses on the role of feedback, stimulated through the use of PVTs, in teachers' learning through three dimensions: the influence of student feedback on teachers as part of the pedagogical encounter; the influence of student feedback on schools within the context of the practitioner enquiry projects; the influence of feedback on the lead teacher researchers. Links between the tools used, the source of the feedback, and teachers' learning are mapped from a "second order perspective" derived from the diverse data sources. (Contains 3 tables and 1 figure.) (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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