Pulling Back the Curtain: Engaging Preservice Teachers in Expert Practices of Evaluation and Reflection
Saved in:
| Title: | Pulling Back the Curtain: Engaging Preservice Teachers in Expert Practices of Evaluation and Reflection |
|---|---|
| Language: | English |
| Authors: | Dawan Coombs, Jonathan Ostenson |
| Source: | English Journal. 2014 103(6):45-51. |
| Availability: | National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2014 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teacher Education, Preservice Teachers, Methods Courses, Assignments, Reflection, English Teacher Education, Methods Teachers, Teacher Evaluation, Feedback (Response) |
| DOI: | 10.58680/ej201425761 |
| ISSN: | 0013-8274 2161-8895 |
| Abstract: | In this article, the English teacher educator authors explore the parallel journeys of their students and themselves that resulted from asking preservice teachers in their methods courses to participate in an assignment specifically crafted to examine the instructors' practice to cultivate reflection on the students' future practices. The authors wondered if students "pulled back the curtain" and attended to the underlying choices and mechanics of their teachers' teaching? Would such a vantage point allow a more realistic view of pedagogical execution? Could preservice teachers recognize the value of personal feedback and reflection on their own practice? This invitation served as a central element of the authors' own professional development as well as that of the preservice teachers in their classes. Ultimately, this assignment introduced the students to the feedback process and cultivated their teacher identities as they moved along the path from novice to professional. At the same time, it provided the authors opportunities to reflect on and refine their own practice. |
| Abstractor: | ERIC |
| Entry Date: | 2025 |
| Accession Number: | EJ1465794 |
| Database: | ERIC |
| Abstract: | In this article, the English teacher educator authors explore the parallel journeys of their students and themselves that resulted from asking preservice teachers in their methods courses to participate in an assignment specifically crafted to examine the instructors' practice to cultivate reflection on the students' future practices. The authors wondered if students "pulled back the curtain" and attended to the underlying choices and mechanics of their teachers' teaching? Would such a vantage point allow a more realistic view of pedagogical execution? Could preservice teachers recognize the value of personal feedback and reflection on their own practice? This invitation served as a central element of the authors' own professional development as well as that of the preservice teachers in their classes. Ultimately, this assignment introduced the students to the feedback process and cultivated their teacher identities as they moved along the path from novice to professional. At the same time, it provided the authors opportunities to reflect on and refine their own practice. |
|---|---|
| ISSN: | 0013-8274 2161-8895 |
| DOI: | 10.58680/ej201425761 |
