Supervisors’ Feedback and Teacher Professional Development in a Context of Students’ Linguistic Diversity in OECD Countries

Azovide, Yesifa; Bouchamma, Yamina

doi:10.4236/ce.2021.1212220

Cited by 2 publications

(2 citation statements)

References 31 publications

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“…Teachers perceive several of these pedagogical practices as having a considerable impact on student learning and achievement. These include differentiated teacher supervision, adapted modes of supervision, and collaborative initiatives and practices that have been shown to not only complement formal training but also better prepare educators for concrete situations in which their skills are clearly deficient (Azovide & Bouchamma, 2021;Bouchamma, 2005;Collerette et al, 2013;DuFour et al, 2004;Marks & Printy, 2003;Marshall, 2005;Nolan & Hoover, 2008;Sergiovanni et al, 2014;Silva & Dana, 2001).…”

Section: Professional Development Practices and Resourcesmentioning

confidence: 99%

Impact of Teachers’ Professional Development on the Reading Achievement of Canadian Allophone Students

Azovide,

Bouchamma,

Basque

2024

Canadian Journal of Educational Administration and Policy

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<p>This study examines the impact of teachers’ professional development on Canadian allophone students’ learning and reading performance levels. We used the data from the Pan-Canadian Assessment Program 2016 involving Grade 8/Secondary II Canadian allophone students (N = 2,244) and teachers in French and English Language Arts (N = 598). Our correlation results show that Canadian allophone students’ reading achievement was positively associated with teachers’ professional development activities such as academic pursuits (e.g., university courses) and marking or scoring sessions. The correlations also demonstrate that teachers’ professional practice of curriculum development had a positive influence on the learning levels of Canadian allophone students who were born in Canada, while teachers’ participation in professional learning communities had a positive effect on Canadian allophone students who were not born in Canada.</p>

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Section: Professional Development Practices and Resourcesmentioning

confidence: 99%

Impact of Teachers’ Professional Development on the Reading Achievement of Canadian Allophone Students

Azovide,

Bouchamma,

Basque

2024

Canadian Journal of Educational Administration and Policy

Self Cite

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“…Feedback may be defined as "what teachers tell students about how well they have done in terms of the language they used or a task they have performed" [9, P.274]. Besides teachers, parents, peers, learners themselves, books also can be informative enough to clarify ideas [1]. Therefore, feedback is seen as next stage after performance [11, P. 81].…”

Section: Actuality Of Researchmentioning

confidence: 99%

Technical University Students’ Feedback: A Critical Factor in Teaching English During Wartime

Чугай

2023

Перспективи та інновації науки

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The quality of education during periods of recovery or instability depends on feedback, which plays an important role in building rapport between teachers and students. The issue of providing effective feedback was investigated by many researchers. However, there are few studies devoted to technical university students' feedback on English language course during wartime. The article explored the meaning of the term "feedback", outlined its features and discussed the results of technical university students' survey on their English language course. This study was conducted at

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Supervisors’ Feedback and Teacher Professional Development in a Context of Students’ Linguistic Diversity in OECD Countries

Cited by 2 publications

References 31 publications

Impact of Teachers’ Professional Development on the Reading Achievement of Canadian Allophone Students

Impact of Teachers’ Professional Development on the Reading Achievement of Canadian Allophone Students

Technical University Students’ Feedback: A Critical Factor in Teaching English During Wartime

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