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Learning to teach

Effects of classroom observation, assignment of appropriate lesson preparation templates and stage focused feedback

Auteur(s) Tamar Tas; Thoni Houtveen; Wim Grift, van de; Melissa Willemsen
Publicatiedatum 2018
Publicatietype Artikel
Kenniscentrum Hogeschool Utrecht, Kenniscentrum Leren en Innoveren
Lectoraat Geletterdheid
Samenvatting 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’.
Trefwoorden student teachers, elementary education, instructional quality, elementary education, instructional quality
Taal Engels
Full-text Helaas is van deze publicatie geen full-text beschikbaar
Gepubliceerd in Studies in Educational Evaluation
Jaargang/Volume 58
Paginabereik 8-16
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