Assessing learner needs through formative evaluations in a prescriptive course: Self-reflection of teaching practices through student input

Published

Journal Article

Pedagogical practices, or methods on "how to teach", taught in teacher education programs need to be modeled (Jay, 2002) by the teacher educators to maximize the teacher candidates' learning and lay the foundation for developing a deeper understanding for effective instruction (Grossman, 1991; Shulman, 1983), a practice not typically occurring in teacher preparation programs (Donovan & Green, 2009). Course instructors reflect on the practice of using course evaluations to model selfreflection for pre-service teachers. © Common Ground, Aarti P. Bellara, Susan T. Hibbard.

Duke Authors

Cited Authors

  • Bellara, AP; Hibbard, ST

Published Date

  • December 1, 2010

Published In

Volume / Issue

  • 17 / 7

Start / End Page

  • 359 - 368

Electronic International Standard Serial Number (EISSN)

  • 1447-9540

International Standard Serial Number (ISSN)

  • 1447-9494

Citation Source

  • Scopus