Improving Teacher Feedback During Active Learning
Effects of a Professional Development Program
Bibliographic Data
| ID | 8224541 |
|---|---|
| Authors | Linda Van Den Bergh (0000-0001-9584-115X, Fontys University of Applied Sciences, corresponding author), Anje Ros (0000-0002-3502-3806, Fontys University of Applied Sciences), Douwe Beijaard (0000-0002-0065-1810, Eindhoven University of Technology) |
| Year | 2014 |
| Volume | 51 |
| Issue | 4 |
| Pages | 772-809 |
| Publication date | 2014-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0002831214531322 |
| OpenAlex | W2039547803 |
| Language | EN |
| Citations received | 39 |
| References cited | 40 |
This study focuses on improving teacher feedback during active learning. Changing teachers’ behavior sustainably, however, is very difficult. Several conditions should be taken into account, and programs should build on teachers’ cognitions and practices. Effects of a specifically designed professional development program on 16 elementary schoolteachers’ knowledge, beliefs, perceived problems, and classroom behavior were examined via observations, a beliefs instrument, and a questionnaire prior to and twice after the program was implemented. Results show that several aspects of feedback during active learning were improved, both in the short and in the long term. It is concluded that the professional development of teachers can be effective and sustainable, if certain conditions are met
Active learning (machine learning · Cognition · Mathematics education · Pedagogy · Professional development · Computer Science · Educational Assessment and Improvement · Innovative Teaching Methods · Psychology · Teacher Education and Leadership Studies
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Taking a nuanced view of the role of teacher feedback in the elementary classroom
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How teacher collaboration profiles connect to literacy instructional practices
Using video clubs to develop teachers’ thinking and practice in oral feedback and dialogic teaching
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The role of perspective-taking in mediating the relationship between teacher feedback and reading achievement
Understanding continuing professional development of vocational teachers
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The mediating role of student growth mindset between teacher feedback, peer collaboration, and creative thinking dispositions
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Analysis of instructors’ oral feedback practices and contextual constraints in the EFL classroom
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Acknowledging teachers’ individual starting conditions and zones of development in the course of professional development
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Feedback in action
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Does high-quality professional development make a difference? Evidence from TIMSS
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How can primary school students learn self-regulated learning strategies most effectively?
Engaging students in learning activities
Professional Development and Teacher Change
First principles of instruction
Implication of Research on Teacher Belief
Effects of Professional Development on Teachers’ Instruction
Teacher learning in the context of educational innovation
Conceptualizing Teacher Professional Learning
The influence of video clubs on teachers’ thinking and practice
Teacher knowledge and the knowledge base of teaching
Teachers’ Beliefs and Educational Research
Locating learning in teachers’ communities of practice
Toward self-directed learning in secondary schools
Teacher learning from analysis of videotaped classroom situations
Elaborating a model of teacher professional growth
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Measure for Measure
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What Makes Professional Development Effective? Results From a National Sample of Teachers
The Power of Feedback
Teacher feedback during active learning
The synergistic relationship of perceived autonomy support and structure in the prediction of self-regulated learning
Making cooperative learning work
Formative assessment and self-regulated learning
| Unique citing works | 39 |
|---|---|
| Citations per year | 3,55 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 39 |