EFFECTS OF SCAFFOLDING STRATEGIES EMBEDDED WITHIN WEB-BASED PEER EVALUATION SYSTEM ON PRE-SERVICE TEACHERS’ REFLECTIVE THINKING AND SELF-EFFICACY
Yazarlar (1)
Dr. Öğr. Üyesi İsmail YILDIZ Kastamonu Üniversitesi, Türkiye
| Makale Türü |
Özgün Makale
(Uluslararası alan indekslerindeki dergilerde yayınlanan tam makale)
|
||
| Dergi Adı | |||
| Makale Dili | – | Basım Tarihi | 07-2012 |
| Makale Linki | https://search.proquest.com/openview/6f05e09d3d9b7e503c0ff81d43bfe0cd/1?pq-origsite=gscholar&cbl=2026366&diss=y | ||
| UAK Araştırma Alanları |
Bilgisayar ve Öğretim Teknolojileri Eğitimi
|
||
| Özet |
| The educational community is increasingly concerned about the limitations of traditional teacher education programs to support teachers’ professional development. Beside the theoretical knowledge, the importance of the experience cannot be debated. The main problem of the teacher education institutions is that they fail to close the gap between the theoretical principles taught in the faculties of education and the experiences of teachers in the classrooms. Microteaching is the most popular method to prepare the PSTs for real-world teaching profession. However, literature showed that there are some barriers that PSTs face during the microteaching process, including limited and unreflective peer-feedback (Huang, 2001). In order to facilitate PSTs’ peer-interaction and reflective thinking during their microteaching process, a web-based video analysis environment was designed. |
| Anahtar Kelimeler |
