The Benefits of Reteaching Lessons in Preservice Methods Classes

The Role of Different Types of Feedback in the Reciprocal Interaction of Teaching Performance and Self-efficacy Belief

“…In this respect, feedback as a teaching performance evaluation practice has been suggested as a systematic means for promoting learning and growth. A number of studies have demonstrated that feedback may, indeed, stimulate growth in learning to teach and may effect positive change in student teachers (Brent & Thomson, 1996;Ganesh & Matteson, 2010;Peker, 1992;Traister, 2005). In order to improve our understanding of the effects of feedback, the present study focuses on explaining the role of feedback in student teachers' performance, as well as how it contributes to their professional development.…”

Improving instruction in the mathematics methods classroom through action research

“…This realization allows them to accept and learn from the constructive criticism that Lesson Study can provide (Sims and Walsh 2008). The impact of Lesson Study in preservice methods classes was found to positively impact the delivery of lessons in field-experience teaching (Chassels and Melville 2009;Ganesh and Matteson 2010) by serving as a bridge between the methods classroom and field experience (Carrier 2011).…”

“…Lesson Study can provide the opportunity to build professional learning communities, deepen understanding of content and pedagogy, and develop habits of critical observation, analysis, and feedback (Chassels and Melville 2009;Chokshi and Fernandez 2004;Groth 2011;Tolle 2010). Allowing preservice teachers to re-teach lessons after receiving feedback and revising their lesson plans to incorporate the feedback has been shown to improve the quality of their lessons (Chassels and Melville 2009;Ganesh and Matteson 2010). Preservice teachers appreciated the insights that their peers provided while participating in Lesson Study (Chassels and Melville 2009).…”

“…Therefore, providing opportunities to learn by doing with careful coaching by experts in low-risk settings is critical for preservice teachers to begin learning their practice (Schon 1987). The university education classroom can provide these low-risk settings through role-playing and practice teaching in an environment of support, feedback, and investigation (Fernandez 2005;Ganesh and Matteson 2010;Grossman et al 2009). …”

“…In fact, many preservice teachers believe that teaching is simply common sense and professional study is not needed (Ball and Cohen 1999;Kennedy 1999;Munby, Russell, and Martin 2001). The challenge for teacher educators is to provide preservice teachers with opportunities to develop habits of continued professional learning and, through action research, investigate what they try (Chassels and Melville 2009;Ganesh and Matteson 2010;Hiebert et al 2007).…”