Porth Ymchwil

Developing student teachers' ability to evaluate their pupils' learning in the classroom

Allbwn ymchwil: Cyfraniad at gyfnodolyn › Erthygl › adolygiad gan gymheiriaid

StandardStandard

Developing student teachers' ability to evaluate their pupils' learning in the classroom. / Jones, Susan.
Yn: Journal of Teacher Action Research, Cyfrol 4, Rhif 3, 31.07.2018, t. 39-54.

Allbwn ymchwil: Cyfraniad at gyfnodolyn › Erthygl › adolygiad gan gymheiriaid

HarvardHarvard

Jones, S 2018, 'Developing student teachers' ability to evaluate their pupils' learning in the classroom', Journal of Teacher Action Research, cyfrol. 4, rhif 3, tt. 39-54. <http://www.practicalteacherresearch.com/uploads/5/6/2/4/56249715/developing_student_teachers_ability_to_evaluate_their_pupils_learning_in_the_classroom.pdf>

APA

Jones, S. (2018). Developing student teachers' ability to evaluate their pupils' learning in the classroom. Journal of Teacher Action Research, 4(3), 39-54. http://www.practicalteacherresearch.com/uploads/5/6/2/4/56249715/developing_student_teachers_ability_to_evaluate_their_pupils_learning_in_the_classroom.pdf

CBE

Jones S. 2018. Developing student teachers' ability to evaluate their pupils' learning in the classroom. Journal of Teacher Action Research. 4(3):39-54.

MLA

Jones, Susan. "Developing student teachers' ability to evaluate their pupils' learning in the classroom". Journal of Teacher Action Research. 2018, 4(3). 39-54.

VancouverVancouver

Jones S. Developing student teachers' ability to evaluate their pupils' learning in the classroom. Journal of Teacher Action Research. 2018 Gor 31;4(3):39-54.

Author

Jones, Susan. / Developing student teachers' ability to evaluate their pupils' learning in the classroom. Yn: Journal of Teacher Action Research. 2018 ; Cyfrol 4, Rhif 3. tt. 39-54.

RIS

TY - JOUR

T1 - Developing student teachers' ability to evaluate their pupils' learning in the classroom

AU - Jones, Susan

N1 - Published version with permission from the editors of the JTAR journal

PY - 2018/7/31

Y1 - 2018/7/31

N2 - Pre-service teachers are often required to evaluate lessons, as part of their development as reflective practitioners. The purpose of this action research was to improve student teachers’ critical thinking and evaluative practice, following external comments that this aspect should be strengthened. Utilizing a qualitative method approach, a textual analysis of the quality of the lesson plan evaluations produced over one academic year revealed that, in-line with the literature (Halpern, 1999), student teachers benefited from structured training, encouragement to use critical thinking skills and clear success criteria to enable them to monitor, assess and discuss their own progress. However, it was necessary to revisit critical evaluation several times over the year to support their development as effective, reflective teachers

AB - Pre-service teachers are often required to evaluate lessons, as part of their development as reflective practitioners. The purpose of this action research was to improve student teachers’ critical thinking and evaluative practice, following external comments that this aspect should be strengthened. Utilizing a qualitative method approach, a textual analysis of the quality of the lesson plan evaluations produced over one academic year revealed that, in-line with the literature (Halpern, 1999), student teachers benefited from structured training, encouragement to use critical thinking skills and clear success criteria to enable them to monitor, assess and discuss their own progress. However, it was necessary to revisit critical evaluation several times over the year to support their development as effective, reflective teachers

KW - Initial teacher education

KW - Student Teacher

KW - Critical thinking

KW - Evaluation of learning

M3 - Article

VL - 4

SP - 39

EP - 54

JO - Journal of Teacher Action Research

JF - Journal of Teacher Action Research

SN - 2332-2233

IS - 3

ER -