Learning to teach: Effects of classroom observation, assignment of appropriate lesson preparation templates and stage focused feedback
Autor: | Tamar Tas, Thoni Houtveen, Melissa Willemsen, Wim van de Grift |
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Přispěvatelé: | Teaching and Teacher Education |
Rok vydání: | 2018 |
Předmět: |
elementary education
PERCEPTIONS instructional quality Lesson preparation and feedback templates Learning to teach Control (management) INSTRUCTION Primary education Coaching Education ACHIEVEMENT student teachers 0504 sociology Quality of instruction ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education Teacher training college SCHOOL CLIMATE RESEARCH QUALITY Analysis of covariance business.industry 05 social sciences Professional development 050401 social sciences methods 050301 education EFFICACY TIME Reading comprehension READING-COMPREHENSION Psychology business Teaching learning EUROPEAN COUNTRIES 0503 education |
Zdroj: | Studies in Educational Evaluation, 58, 8-16. Elsevier Studies in Educational Evaluation, 58, 8-16. ELSEVIER SCIENCE BV |
ISSN: | 0191-491X |
Popis: | This article focuses on improving the instructional quality of student teachers in elementary education. We developed a coaching approach involving classroom observation and appropriate lesson preparation and feedback templates. Using an untreated control group design with pre-test and posttest (n = 198), we answered the question ‘whether student teachers who learned to teach with the new coaching approach achieved a higher level of pedagogical and didactical teaching skills compared to student teachers who did not receive this approach’. The effect variable used was the observation instrument ICALT. We compared the average scores of the control group and the experimental group on the posttest (ANCOVA). The differences found on the posttest, after controlling for the confounding variables, were significant on all ICALT scales. These effect sizes are medium on the scales; ‘Safe climate’, and ‘Clear instruction’, and large on the scales; ‘Classroom management’, ‘Activating pupils’, ‘Adaptive teaching’, and ‘Teaching learning strategies’. |
Databáze: | OpenAIRE |
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