AN IN DEPTH ANALYSIS OF PEERS AND MENTORS FEEDBACK DURING TEACHING PRACTICUM

http://dx.doi.org/10.31703/gssr.2019(IV-III).31      10.31703/gssr.2019(IV-III).31      Published : Sep 3
Authored by : Tahira Kalsoom , Fakhra Aziz , Sadaf Jabeen

31 Pages : 241-249

References

  • Ambrosetti, A., &Dekkers, J. (2010).The interconnectedness of the roles of mentors and mentees in pre-service teacher education mentoring relationships.Australian journal of teacher education, 35(6), 3.
  • Brandt, C. (2008). Integrating feedback and reflection in teacher preparation.ELT journal, 62(1), 37-46.
  • Bonilla, S. X., & Méndez Rivera, P. (2008). Mentoring in pre-service teaching: from reflection on practice to a didactic proposal. Actualidadespedagógicas, 1(52), 79-90.
  • Farrell, T. S. (2007). Failing the practicum: Narrowing the gap between expectations and reality with reflective practice. Tesol Quarterly, 41(1), 193-201. http://dx.doi.org/10.1002/j.1545-7249.2007.tb00049.x
  • Ferrier-Kerr, J. L. (2009).Establishing professional relationships in practicum settings.Teaching and teacher education, 25(6), 790-797
  • Gan, Z. (2013). Learning to teach English language in the practicum: What challenges do non-native ESL student teachers face?.Australian Journal of Teacher Education, 38(3), 6. http://dx.http://dx.doi.org/10.14221/ajte.2013v38n3.3
  • Hascher*, T., Cocard, Y., & Moser, P. (2004). Forget about theory-practice is all? Student teachers' learning in practicum.Teachers and teaching, 10(6), 623-637.
  • Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge
  • Laurillard, D. (2013). Rethinking university teaching: A conversational framework for the effective use of learning technologies.Routledge.
  • Mukeredzi, T. G. (2017). Mentoring in a cohort model of practicum: mentors and preservice teachers' experiences in a rural South African school.SAGE Open, 7(2), 2158244017709863
  • Nicol, D. (2010). From monologue to dialogue: improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education, 35(5), 501-517.
  • Naylor, D. A., Campbell-Evans, G., & Maloney, C. (2015). Learning to Teach: What Do Pre-service Teachers Report. Australian Journal of Teacher Education, 40 (11). http://dx.doi.org/10.14221/ajte.2015v40n11.7
  • Shin, E., Wilkins, E., & Ainsworth, J. (2006).The nature and effectiveness of peer feedback during an early clinical experience in an elementary education program.Action in Teacher Education, 28(4), 40-52.
  • Smith, K. (2007). Empowering school- and university-based teacher educators as assessors: A school-university cooperation. Educational Research and Evaluation, 13(3), 279-293.
  • Wynn, M., &Kromrey, J. (2000). Paired peer placement with peer coaching to enhance prospective teacher's professional growth in early field experience. Action in Teacher Education, 22, 73-83.
  • Vélez-Rendón, G. (2003). Student or Teacher: The Tensions Faced by a Spanish Language Student Teacher. Colombian Applied Linguistics Journal, (5), 7-21.

References

  • Ambrosetti, A., &Dekkers, J. (2010).The interconnectedness of the roles of mentors and mentees in pre-service teacher education mentoring relationships.Australian journal of teacher education, 35(6), 3.
  • Brandt, C. (2008). Integrating feedback and reflection in teacher preparation.ELT journal, 62(1), 37-46.
  • Bonilla, S. X., & Méndez Rivera, P. (2008). Mentoring in pre-service teaching: from reflection on practice to a didactic proposal. Actualidadespedagógicas, 1(52), 79-90.
  • Farrell, T. S. (2007). Failing the practicum: Narrowing the gap between expectations and reality with reflective practice. Tesol Quarterly, 41(1), 193-201. http://dx.doi.org/10.1002/j.1545-7249.2007.tb00049.x
  • Ferrier-Kerr, J. L. (2009).Establishing professional relationships in practicum settings.Teaching and teacher education, 25(6), 790-797
  • Gan, Z. (2013). Learning to teach English language in the practicum: What challenges do non-native ESL student teachers face?.Australian Journal of Teacher Education, 38(3), 6. http://dx.http://dx.doi.org/10.14221/ajte.2013v38n3.3
  • Hascher*, T., Cocard, Y., & Moser, P. (2004). Forget about theory-practice is all? Student teachers' learning in practicum.Teachers and teaching, 10(6), 623-637.
  • Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge
  • Laurillard, D. (2013). Rethinking university teaching: A conversational framework for the effective use of learning technologies.Routledge.
  • Mukeredzi, T. G. (2017). Mentoring in a cohort model of practicum: mentors and preservice teachers' experiences in a rural South African school.SAGE Open, 7(2), 2158244017709863
  • Nicol, D. (2010). From monologue to dialogue: improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education, 35(5), 501-517.
  • Naylor, D. A., Campbell-Evans, G., & Maloney, C. (2015). Learning to Teach: What Do Pre-service Teachers Report. Australian Journal of Teacher Education, 40 (11). http://dx.doi.org/10.14221/ajte.2015v40n11.7
  • Shin, E., Wilkins, E., & Ainsworth, J. (2006).The nature and effectiveness of peer feedback during an early clinical experience in an elementary education program.Action in Teacher Education, 28(4), 40-52.
  • Smith, K. (2007). Empowering school- and university-based teacher educators as assessors: A school-university cooperation. Educational Research and Evaluation, 13(3), 279-293.
  • Wynn, M., &Kromrey, J. (2000). Paired peer placement with peer coaching to enhance prospective teacher's professional growth in early field experience. Action in Teacher Education, 22, 73-83.
  • Vélez-Rendón, G. (2003). Student or Teacher: The Tensions Faced by a Spanish Language Student Teacher. Colombian Applied Linguistics Journal, (5), 7-21.

Cite this article

APA

    APA : Kalsoom, T., Aziz, F., & Jabeen, S. (2019). An In-depth Analysis of Peers and Mentors' Feedback during Teaching Practicum. Global Social Sciences Review, IV(III), 241-249. https://doi.org/10.31703/gssr.2019(IV-III).31

CHICAGO

    CHICAGO : Kalsoom, Tahira, Fakhra Aziz, and Sadaf Jabeen. 2019. "An In-depth Analysis of Peers and Mentors' Feedback during Teaching Practicum." Global Social Sciences Review, IV (III): 241-249 doi: 10.31703/gssr.2019(IV-III).31

HARVARD

    HARVARD : KALSOOM, T., AZIZ, F. & JABEEN, S. 2019. An In-depth Analysis of Peers and Mentors' Feedback during Teaching Practicum. Global Social Sciences Review, IV, 241-249.

MHRA

    MHRA : Kalsoom, Tahira, Fakhra Aziz, and Sadaf Jabeen. 2019. "An In-depth Analysis of Peers and Mentors' Feedback during Teaching Practicum." Global Social Sciences Review, IV: 241-249

MLA

    MLA : Kalsoom, Tahira, Fakhra Aziz, and Sadaf Jabeen. "An In-depth Analysis of Peers and Mentors' Feedback during Teaching Practicum." Global Social Sciences Review, IV.III (2019): 241-249 Print.

OXFORD

    OXFORD : Kalsoom, Tahira, Aziz, Fakhra, and Jabeen, Sadaf (2019), "An In-depth Analysis of Peers and Mentors' Feedback during Teaching Practicum", Global Social Sciences Review, IV (III), 241-249

TURABIAN

    TURABIAN : Kalsoom, Tahira, Fakhra Aziz, and Sadaf Jabeen. "An In-depth Analysis of Peers and Mentors' Feedback during Teaching Practicum." Global Social Sciences Review IV, no. III (2019): 241-249. https://doi.org/10.31703/gssr.2019(IV-III).31