A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
How Reducing Discomfort Impacts Peer Assessments of Preservice Teachers
This study examined the effects of a feedback model called Peer Review of Teaching (PRT) on preservice teachers’ learning. In this model, preservice teachers (n = 81) participated in critical feedback on teaching demonstrations in the absence of presenters. Presented are four themes of the experience of teaching and sharing feedback including how the absence of a peer presenter impacted feedback process. Our findings suggest that teacher educators create intellectually safe and sensitive learning opportunities with critical feedback for preservice teachers to engage in a professional practice of peer assessments.
How Reducing Discomfort Impacts Peer Assessments of Preservice Teachers
This study examined the effects of a feedback model called Peer Review of Teaching (PRT) on preservice teachers’ learning. In this model, preservice teachers (n = 81) participated in critical feedback on teaching demonstrations in the absence of presenters. Presented are four themes of the experience of teaching and sharing feedback including how the absence of a peer presenter impacted feedback process. Our findings suggest that teacher educators create intellectually safe and sensitive learning opportunities with critical feedback for preservice teachers to engage in a professional practice of peer assessments.
How Reducing Discomfort Impacts Peer Assessments of Preservice Teachers
Woong Lim (author) / Ji-Won Son (author) / Seung-Hae Kang (author)
2021
Article (Journal)
Electronic Resource
Unknown
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