Adapting feedback to the demands of teaching in diverse classrooms. Novel feedback concepts for preservice teachers during practicum (Record no. 174657)
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| 000 -LEADER | |
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| fixed length control field | 01888nam a22001937a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20241009161213.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 241009b |||||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | LDD |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Weiss, Sabine |
| 245 ## - TITLE STATEMENT | |
| Title | Adapting feedback to the demands of teaching in diverse classrooms. Novel feedback concepts for preservice teachers during practicum |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | United Kingdom:Taylor & Francis,2024 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Other physical details | 285-304p. |
| 490 ## - Journal | |
| Journal | European journal of teacher education |
| Volume/sequential designation | 47v,2 |
| 500 ## - GENERAL NOTE | |
| General note | During their practical training, feedback for preservice teachers should address the demands of diverse classrooms. Using the critical incident technique within a participatory research framework, this study investigated whether and how mentors adjust their feedback in this regard. Based on a sample of 33 preservice teachers and 46 mentor teachers in German primary and lower secondary education, the results indicate that although pupils’ differing prerequisites clearly presented challenges for preservice teachers, only part of the mentors referred in their feedback to these demands. Mentors who adapted their feedback referred to well-known methods for addressing differences in pupil performance and background and suggested specific novel strategies by specifying what is possible and expedient (or not) when pupils’ prerequisites and backgrounds differ. These methods were found to enhance preservice teachers’ self-efficacy and competencies in teaching diverse classes, and mutual diversity-oriented feedback also benefited mentors. In conclusion, the study identifies implications for feedback development. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Critical incident/technique/diversity |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Braun, Annika/Pacher, Markus and Schlegel, Clemens M. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Link text | click here to online access |
| Uniform Resource Identifier | <a href="https://www.tandfonline.com/doi/full/10.1080/02619768.2024.2338846">https://www.tandfonline.com/doi/full/10.1080/02619768.2024.2338846</a> |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Article |
| Suppress in OPAC | No |
| Date last seen | Total checkouts | Price effective from | Koha item type | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Withdrawn status | Home library | Current library | Date acquired |
|---|---|---|---|---|---|---|---|---|---|---|---|
| 10/09/2024 | 10/09/2024 | Article | Dewey Decimal Classification | Library and Documentation Division NCERT | Library and Documentation Division NCERT | 10/09/2024 |
