Promoting effective teacher-feedback: from theory to practice through a multiple component trajectory for professional development
Promoting effective teacher-feedback: from theory to practice through a multiple component trajectory for professional development
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促进有效的教师反馈：通过专业发展的多组成部分轨迹从理论到实践
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
P.Robert
中科院分区：
文献类型：
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作者：
Liane Voerman;P. Meijer;F. Korthagen;P.Robert
本研究描述了一个基于理论的专业发展轨迹的评估，称为FeTiP（反馈理论到实践），旨在对教师课堂行为产生可观察到的影响。FeTiP是一个专业发展的多组件轨迹，结合了几种类型的干预。它的目标是帮助教师扩大他们在课堂上的反馈行为，以提供更多、更有效（即促进学习）的反馈。我们首先描述FeTiP的基础，重点关注课堂行为如何受到专业发展的多组件轨迹的影响，因为这通常是教师专业发展计划的主要目标，但也是最难建立的。我们描述FeTiP对教师反馈行为的影响，并试图解释这些影响发生的原因。
This study describes an evaluation of a theory-based trajectory for professional development called FeTiP (Feedback-Theory into Practice) that aims to have an observable effect on teacher classroom behavior. FeTiP is a multicomponent trajectory for professional development and combines several types of interventions. Its goal is to help teachers expand their feedback behavior in the classroom to provide more, and more effective (i.e. learning-enhancing), feedback. We first describe the foundation of FeTiP, with a central focus on how classroom behavior can be influenced by a multicomponent trajectory of professional development, as this is often a major aim in initiatives for the professional development of teachers but is the most difficult to establish. We describe the effects of FeTiP on the feedback behavior of teachers and attempt to explain why these effects occurred.
影响因子：
16.4
作者：
Fredrickson, Barbara L.
通讯作者：
Fredrickson, Barbara L.