| Autor: |
Bowman, Connie L., Herrelko, Janet M. |
| Předmět: |
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| Zdroj: |
Journal of the Scholarship of Teaching & Learning; Oct2014, Vol. 14 Issue 4, p51-66, 16p, 1 Diagram, 1 Chart |
| Abstrakt: |
Pre-service candidates' perceptions of how to teach were challenged after going through the process of Classroom Rounds, the process that was used in this study. Classroom Rounds consisted of a pre-conference meeting with an inservice teacher, followed by a classroom observation of that teacher, and finally a discussion focusing on proven evidence-based practices. The pre-service candidates had the opportunity to share their observational data and beliefs about teaching with that experienced classroom teacher, and then they learned the practical context of research-based pedagogical practices in a classroom setting. Rounds, in combination with clinical experience, extended the pre-service candidates' awareness of research-based practices, conveyed the importance of these practices, and showed specific techniques for implementing these practices in their classrooms. The positive impact these observed practices had on the preservice candidates' classroom procedures were later revealed in surveys that they completed after their student teaching. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Supplemental Index |
| Externí odkaz: |
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