Pulling back the curtain: Engaging preservice teachers in expert practices of evaluation and reflection
Abstract
In this article, the authors explore the experiences of preservice teachers in two methods courses that introduced these students to the feedback process and cultivated their teacher identities.
Reference
Coombs, D., & Ostenson, J. (2014). Pulling back the curtain: Engaging preservice teachers in expert practices of evaluation and reflection. English Journal, 103(6), 45.
Journal
English Journal
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
22
Duration of Data Collection
Data Sources
- Focus group interviews
- Observations
- reflections
- student reflections
Data Analysis Tools
Researcher Positionality
- Inside (studying their own practices)
Research Questions
Could an assignment focused on attended to the underlying choices and mechanics two instructors' our teaching allow preservice teachers to recognize the value of personal feedback and reflection on their own practice?
Is this research question explicit from the manuscript? Combination