Effectiveness and perceived usefulness of follow-up classroom observations after school inspections in Northern Germany

Wagner, Inga

doi:10.1016/j.stueduc.2020.100913

Cited by 9 publications

(8 citation statements)

References 18 publications

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“…Research has shown that the best way to acquire teaching skills can be achieved by having an effective model (Salisu & Ransom, 2014). In a recent study by Wagner (2020), the author stated that a classroom observation was helpful to improve teachers' lesson development about related topic. In this context, the study mentioned that the mentor should be a model on how to teach science, how to manage the classroom, how to plan a science activity, and how to assess children's learning at the end of the science activity (Hudson, 2007;Jarvis et al, 2001).…”

Section: Modellingmentioning

confidence: 99%

The Preferred Mentoring Attributes and Practices for Effective Science Teaching

Burak

Simsar

2022

JBSE

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Pre-service teachers encounter many different mentor teachers during the teaching practicum process. While some teachers give sufficient coverage to early childhood science education, some do not. This research aimed to explain effective mentoring attributes and practices of the mentors which preferred by pre-service pre-school teachers during science teaching activities throughout the teaching practice lessons. The study was designed in line with the Q-methodology. The participants of the study were 39 pre-service teachers. Quantitative data were collected with the Q measurement tool developed by the researchers to describe the mentoring attributes and practices in science teaching. In addition, qualitative data were collected and analyzed through an open-ended questionnaire. The results obtained in the study revealed that pre-service pre-school teachers preferred the mentoring attributes and practices, in which they could get support at the point of personal development in science teaching. In addition, it was found that the same pre-service teachers were less likely to prefer the mentor who gave feedback and tried to be a role model while science teaching. Keywords: effective mentoring, mentor teachers, pre-school education, science teaching

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Section: Modellingmentioning

confidence: 99%

The Preferred Mentoring Attributes and Practices for Effective Science Teaching

Burak

Simsar

2022

JBSE

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“…3 No estudo quantitativo longitudinal com grupo de controlo, Wagner (2020) assinalou, entre outras, a ocorrência de atividades de desenvolvimento depois das visitas inspetivas, com um ímpeto para a melhoria proporcionado pelas aulas observadas de acompanhamento, especialmente nas escolas com baixa capacidade de inovação. Por…”

Section: Introductionunclassified

As inspeções/avaliações externas de escolas

2022

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Este artigo tem por objetivo realizar uma revisão sistemática sobre os efeitos das inspeções escolares/avaliações externas de escola nas escolas, apresentados nos resultados divulgados por artigos de acesso aberto, publicados em revistas científicas, presentes nas bases de dados Web of Science e Scopus, desde 2016 até o momento (14/08/2021). Foram efetuadas pesquisas por palavras-chave, realizadas leituras dos títulos, resumos, palavras-chave e textos integrais e utilizado software de apoio. De 914 artigos iniciais, consideraram-se relevantes 14 artigos. As evidências de ocorrência de efeitos não desejados, são aquelas que estão mais presentes. A realização de estudos longitudinais, envolvendo várias escolas, com utilização de grupos de controlo, aumentará o conhecimento da ocorrência dos efeitos.

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“…The current phenomenon shows that there is a gap between expectations and reality in the implementation of supervision (Mette et al, 2015). Lack of consistency between the normative view of scientific supervision theory with a descriptive view of the reality that occurs in schools, which raises researchers' anxiety, another problem of supervision still tends to lead to inspection, due to structural constraints the term supervision is supervisors not supervisors, causing the paradigm of thought to lead to inspection (Wagner, 2020). Another obstacle is that the scope of the supervisor's work places more emphasis on the administrative aspect, the cultural background makes teachers and supervisors not open in the supervision process, supervisors should combine the responsibility for improving teaching from the professional aspect and the administrative responsibility of the teacher because teaching assistance is professional guidance, meanwhile the administrative approach is part of the bureaucracy only (Marmoah, 2018).…”

Section: Introductionmentioning

confidence: 99%

Collaboration-Based Academic Supervision Model with Peer Evaluation Approach to Improve Pedagogical Competence and Quality of School Performance: The Role of Principal's Motivation as Moderation Variables

Singerin

2021

IJEE

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Teaching skills are one of the skills that must be possessed by a teacher. Whether or not the pedagogical competence possessed by teachers can be seen from the quality of school performance. Supervision still tends to lead to inspection. So far, the implementation of academic supervision is considered effective. In order for the Academic Supervision to provide objective and detailed results, collaborative self-evaluation is carried out, namely peer evaluation to find teacher strengths that need to be maintained and deficiencies that must be corrected. This study aims to determine the effect of collaboration-based Academic Supervision model with Peer Evaluation Approach to Improve Pedagogical Competence and Quality of School Performance: The Role of Principal's Motivation as Moderation Variable. This research is a quantitative study with numerical data analyzed using the Structural Equation Model (SEM) assisted by the Smart PLS application. The results showed that Academic Supervision has an effect on Pedagogical Competence with a P-Value of 0.000 (p <0.05). Academic Supervision affects the Quality of Performance with a P value of 0.000 (p <0.05). motivation is able to moderate positively pedagogical competence with a P value of 0.032 (p <0.05). Motivation is not able to moderate supervision of the quality of performance with a P value of 0.138 (p> 0.05). Supervision is able to explain the Pedagogical Competence (Y1) variable of 69.4%. Supervision is able to explain the Performance Quality variable (Y2) of 40.1%. The principal should be able to periodically monitor the learning carried out by the teacher in the classroom, so that the principal knows the problems faced by the teacher in learning. Researchers who want to research further on this topic can use other variables and a wider sample.

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Effectiveness and perceived usefulness of follow-up classroom observations after school inspections in Northern Germany

Cited by 9 publications

References 18 publications

The Preferred Mentoring Attributes and Practices for Effective Science Teaching

The Preferred Mentoring Attributes and Practices for Effective Science Teaching

As inspeções/avaliações externas de escolas

Collaboration-Based Academic Supervision Model with Peer Evaluation Approach to Improve Pedagogical Competence and Quality of School Performance: The Role of Principal's Motivation as Moderation Variables

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