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Teacher Development Multi-Year Studies: Conceptual Framework, Hilary Hollingsworth, Elizabeth Cassity, Debbie Wong, Jacqueline Cheng
Teacher Development Multi-Year Studies: Conceptual Framework, Hilary Hollingsworth, Elizabeth Cassity, Debbie Wong, Jacqueline Cheng
Teacher education
The purpose of this conceptual framework for DFAT’s teacher development multi-year study series is to improve the following elements across the series: clarity on the purpose of the series; consistency in terminology and methodology; connections to give the ability to draw common conclusions and explain differences; communication to create a shared understanding of the series and each stakeholder’s role and responsibility, and to use internal and external means to engage strategically and disseminate findings. To date, Timor-Leste, Vanuatu and Laos have committed to undertake multi-year studies of their teacher development investments.
Chat It Up: Backchanneling To Promote Reflective Practice Among In-Service Teachers, Laura Kassner, Kate M. Cassada
Chat It Up: Backchanneling To Promote Reflective Practice Among In-Service Teachers, Laura Kassner, Kate M. Cassada
School of Professional and Continuing Studies Faculty Publications
In a graduate education course geared toward developing reflective teaching practice in in-service teachers, backchannels, in the form of chat rooms, were employed in small groups to facilitate peer feedback during viewings of video recorded instruction. This study examined the nature and quality of peer feedback exchanged in the digital medium and gauged graduate students’ impressions of the technology, with potential for carryover into their professional practices in P-12 instruction. Results revealed that the backchannel was perceived as an easy-to-use tool that promoted rich, real-time, high-quality feedback and a space to collaborate and exchange ideas, while improving engagement. Backchannel comments …