Using the Tuning Protocol to Generate Peer Feedback during Student Teaching Lesson Plan Development

Autor/inn/en	Paulsen, Thomas H.; Clark, Taylorann K.; Anderson, Ryan G.
Titel	Using the Tuning Protocol to Generate Peer Feedback during Student Teaching Lesson Plan Development
Quelle	In: Journal of Agricultural Education, 57 (2016) 3, S.18-32 (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Feedback (Response); Student Teaching; Student Teachers; Teacher Attitudes; Teacher Education; Teacher Education Programs; Peer Evaluation; Lesson Plans; Instructional Development; Agricultural Education; College Students; Preservice Teachers; Reflection; Iowa + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Lesson planning; Unterrichtsplanung; Teaching improvement; Unterrichtsentwicklung; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Collegestudent
Abstract	Self-adequacy during the student teaching experience is high on the list of concerns expressed by student teachers (Fritz & Miller, 2003; Ng, Nicholas, & Williams, 2010). That factor, in combination with others, determines student teachers' goals and sparks their motivation to engage in effective instructional planning (Baylor & Kitsantas, 2005). The purpose of this study was to determine student teachers' perceptions of the use of the tuning protocol, a formalized process of reflective practice and peer review (Allen & McDonald, 1993; Easton, 2009), to revise lesson plans. When open coding was used to analyze student teachers' perceptions, four themes emerged: benefits, drawbacks, structure of the tuning protocol, and recommendations for future use. The majority of student teachers were satisfied with the outcomes of the tuning protocol review process and planned to use it in their professional careers. Recommendations for use of the tuning protocol in various stages of the teacher education program are presented. (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01