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dc.contributor.authorFlores, Raymond
dc.contributor.authorKrutka, Daniel G.
dc.contributor.authorCramer, Katherine Mason
dc.contributor.authorBergman, Daniel J.
dc.date.accessioned2019-01-22T20:09:35Z
dc.date.available2019-01-22T20:09:35Z
dc.date.issued2013
dc.identifier.citationFlores, R., Krutka, D.G., Mason, K. & Bergman, D.J. (2013). "'More Like a Conversation': Cultivating Reflective Dialoge With a Student-Centered Observation Form." PDS Partners, 9(2), 15.
dc.identifier.urihttps://napds.org/wp-content/uploads/2014/10/NAPDS-Magazine-Volume-9-Issue-2-September-2013.pdf
dc.identifier.urihttp://hdl.handle.net/10057/15772
dc.descriptionClick on the link below to access the article
dc.description.abstractSupervision of teacher candidates (TCs) in the field is often teacher-centered, anti-dialogical, and focused on the evaluation of TCs (Nolan & Francis, 1992; Coombs et al., 2013). With a teacher-centered approach to supervision, university supervisors often play the role of 'silent outsiders' who take notes at the back of the room, produce written reports of what is observed, and provide TCs with ratings of their performance. While this approach is common, it is not always compatible with the learning needs of TCs (Paris & Gespass, 2001). In addition, it does not promote active engagement by TCs, require them to take initiative and responsibility for their own learning, or promote reflective practice.
dc.language.isoen_US
dc.publisherNational Association for Professional Development Schools
dc.relation.ispartofseriesPDS Partners;
dc.relation.ispartofseries9(2)
dc.subjectUniversity administration
dc.subjectTeacher candidates
dc.subjectEvaluation
dc.title"More like a conversation": Cultivating reflective dialoge with a student-centered observation form
dc.typeArticle
dc.rights.holderCopyright National Association for Professional Development Schools, 2013


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  • Katherine Mason Cramer [17]
    Collection of selected works by Katie Cramer, Associate Professor, School of Education

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