Digital Oral Feedback on Written Assignments as Professional Learning for Teacher Educators: A Collaborative Self-Study

Autor/inn/en	Auld, Glenn; Ridgway, Avis; Williams, Judy
Titel	Digital Oral Feedback on Written Assignments as Professional Learning for Teacher Educators: A Collaborative Self-Study
Quelle	In: Studying Teacher Education, 9 (2013) 1, S.31-44 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1742-5964
DOI	10.1080/17425964.2013.771575
Schlagwörter	Assignments; Feedback (Response); Teacher Collaboration; Teacher Educators; Preservice Teachers; Technology Uses in Education; Independent Study; Literacy; Teaching Methods; Teacher Education; Teacher Education Programs; Foreign Countries; Evaluation; Professional Development; Australia + Suchen Sie Ihr Suchwort? Assignment; Auftrag; Zuweisung; Lehrerkooperation; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Selbststudium; Alphabetisierung; Schreib- und Lesefähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Evaluierung; Australien
Abstract	This article reports on a self-study of teacher educators involved in a preservice teacher unit on literacy. In this study the teacher educators provided the preservice teachers with digital oral feedback about their final unit of work. Rather than marking written work as individual lecturers, we collaboratively read each assignment and recorded a sound file of our conversation. We constructed our collaborative marking of each assignment as a "cultural gift" to our own professional learning. We found that we were providing more in-depth feedback on the assessment criteria for each assignment than we would have with written feedback prepared individually. We also uncovered tensions in relation to our preferred modalities associated with the digital marking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10