Mentors' written lesson appraisals: The impact of different mentoring regimes on the content of written lesson appraisals and the match with pre-service teachers' perceptions of content

Journal of Education for Teaching

Volumn 35, Issue 2, 2009, Pages 133-143

  Lock, Roger ^a   Soares, Allan ^a   Foster, Julie ^a  

^a UNIVERSITY OF BIRMINGHAM   (United Kingdom)

Author keywords

Feedback; Pre service teachers; Written lesson appraisals

Indexed keywords

EID: 70449553337     PISSN: 02607476     EISSN: 13600540     Source Type: Journal    
DOI: 10.1080/02607470902770963     Document Type: Article

References (23)

1. Bunton, D., P. Stimpson, and F. Lopez-Real. 2002. University tutors' practicum observation notes: Format and content. Mentoring and Tutoring 10, no. 3: 233-44.
2. Gess-Newsome, J., and N. Lederman, eds. 2002. Examining pedagogical content knowledge: The construct and its implications for science education. London: Springer.
3. Grayson, K., and R. Rust. 2001. Interrater reliability assessment in content analysis. Journal of Consumer Psychology 10, nos 1-2: 71-3.
4. Hollingsworth, S. 1989. Prior beliefs and cognitive change in learning how to teach. American Educational Research Journal 26, no. 2: 160-90.
5. Hudson, P. 2005. Identifying mentoring practices for developing effective primary science teaching. International Journal of Science Education 27, no. 14: 1723-39.
6. Kimball, S.M. 2002. Analysis of feedback, enabling conditions and fairness perceptions of teachers in three school districts with new standards-based evaluation systems. Journal of Personnel Evaluation in Education 16, no. 4: 241-68.
7. Landis, J., and G. Koch. 1977. The measurement of observer agreement for categorical data. Biometrics 33, no. 1: 159-74.
8. Levinson, R., J. Frost, and R. Amos. 2006. How do weekly mentor sessions and written lesson feedback support science beginning teachers in explaining complex science concepts? http://www.ioe.ac.uk/schools/mst/000MSTWebDev/CMS/doc/Research_into_subject_ specific_mentoring_on_the_PGCE_science_course.pdf.
9. Lock, R. 2002. Teachers and tutors working together, observing and writing about student lessons: Lesson appraisals. In ATSE conference proceedings 2001: Meaningful science education for the 21st century, ed. K. Ross. Cheltenham, UK: University of Gloucester.
10. Lombard, M., J. Snyder-Duch, and C. Bracken. 2008. Practical resources for assessing and reporting intercoder reliability in content analysis research projects. http://astro.temple. edu/,lombard/reliability.
11. Maloney, J., and A. Powell. 1998. Evaluating the role of written classroom observation reports received by PGCE secondary students on school experience. Paper presented at the British Educational Research Association Annual Conference, August 27-30, in Belfast, Northern Ireland.
12. Monk, M., and J. Dillon, ed. 1995. Observing science teachers at work. In Learning to teach science: Activities for student teachers and mentors, ed. M. Monk, and J. Dillon, 14-29. London: Falmer Press, Taylor and Francis.
13. Neuendorf, K.A. 2002. The content analysis guidebook. London: Sage.
14. Robson, C. 2002. Real world research: A resource for social scientists and practitioner-researchers. 2nd ed. Oxford, UK: Blackwell.
15. Rosenthal, R., and L. Jacobson. 1992. Pygmalion in the classroom: Teacher expectation and pupils' intellectual development. New York: Irvington.
16. Shallcross, T., E. Spink, P. Stephenson, and P. Warwick. 2006. How primary trainee teachers perceive the development of their own scientific knowledge: Links between confidence, content and competence? International Journal of Science Education 24, no. 12: 1293-312.
17. Shantz, D., and T. Ward. 2000. Feedback, conversation and power in the field experience of preservice teachers. Journal of Instructional Psychology 27, no. 4: 288-94.
18. Shulman, L. 1987. Knowledge and teaching: Foundations of the new reform. Harvard Educational Review 7, no. 1: 1-22.
19. Soares, A., and R. Lock. 2005. The physical science enhancement project (PhySEP): Addressing physical science subject knowledge, understanding and pedagogy of secondary PGCE biology and chemistry student teachers through written lesson appraisals. In Creativity beyond compliance. The proceedings of the 2004 Association for Tutors in Science Education conference, ed. N. Burton, 32-9. Bedford, UK: De Montfort University.
20. Soares, A., and R. Lock. 2007. Pre-service science teachers' perceptions of written lesson appraisals: The impact of styles of mentoring. European Journal of Teacher Education 30, no. 1: 75-90.
21. Spear, M., N. Lock, and M. McCulloch. 1997. The written feedback mentors give to student teachers. Teacher Development 1, no. 2: 269-80.
22. Stemler, S. 2001. An overview of content analysis. Practical Assessment, Research and Evaluation 7, no. 17. http://pareonline.net/getvn.asp?v=7andn=17.
23. Tang, S.Y.F., and A.W.K. Chow. 2007. Communicating feedback in teaching practice supervision in a learning-orientated field experience assessment framework. Teaching and Teacher Education 23: 1066-85.