کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
10318843 | 622078 | 2005 | 14 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Reflective peer coaching: Crafting collaborative self-assessment in teaching
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کلمات کلیدی
interpersonal competenceInstructional improvementreflective teaching - آموزش بازتابندهInstructional effectiveness - اثربخشی آموزشیFormative assessment - ارزیابی تکوینیPeer evaluation - ارزیابی همکارTrust - اعتمادTeacher improvement - بهبود معلمReflective thinking - تفکر انعکاسیFaculty development - توسعه دانشکدهPeer coaching - مربیگری همکارTeacher collaboration - مشارکت معلمCollegiality - همدردیTransformative learning - یادگیری ترانسفورماتور
موضوعات مرتبط
علوم انسانی و اجتماعی
علوم اجتماعی
آموزش
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چکیده انگلیسی
Reflective peer coaching is a formative model for improving teaching and learning by examining intentions prior to teaching, then reflecting upon the experience. The goal of reflective peer coaching is to promote self-assessment and collaboration for better teaching and ultimately better learning. There are obvious benefits to colleagues collaborating and sharing ideas, thoughts, and observations. However, many models of assessing teaching effectiveness focus on summative evaluation in which colleagues observe each other once or twice a year and fill out institutional evaluation forms. Rarely do colleagues engage in formative conversations about teaching that are guided by the instructor's personal goals and objectives. Reflective peer coaching necessitates a ten-minute planning conversation prior to the actual lesson and a ten-minute reflective conversation after the lesson. These conversations happen regularly and frequently to build self-awareness and self-assessment of the personal craft of teaching. The following article outlines the dynamics of the reflective peer coaching process as a formative assessment model that leads to better learning through improved teaching.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Research Strategies - Volume 20, Issue 3, 2005, Pages 135-148
Journal: Research Strategies - Volume 20, Issue 3, 2005, Pages 135-148
نویسندگان
Dale J. Vidmar,