Pivoting From Evaluative to Educative Feedback During Post-Observation Conferencing

2018 ◽  
pp. 495-517
Author(s):  
Amy B. Palmeri ◽  
Jeanne A. Peter
Keyword(s):  
Preservice Teachers ◽  
Preservice Teacher ◽  
Teacher Supervision ◽  
Critical Feature ◽  
Effective Feedback ◽  
Mediating Role ◽  
The University ◽  
Preservice Teacher Learning ◽  
Supervisory Practice

In disentangling the, often conflated, evaluative and educative functions of preservice teacher supervision, the authors reimagine supervisory practice within the specific context of the post-observation conference. Claiming the post-observation conference as a teaching space provided the impetus leading to the design of a theoretically grounded post-observation conference protocol foregrounding the educative function of supervision, leveraging the mediating role of the university supervisor in supporting preservice teacher learning, and reflecting the principles of effective feedback. A critical feature of the protocol is the intentional focusing of feedback on one of four superordinate elements of teaching that provides continuity and consistency across post-observation conferences allowing preservice teachers to connect knowledge and skill related to the development of complex practice.

scholarly journals Coping strategies as mediators in the relationship between test anxiety and academic achievement

Psihologija ◽  
2017 ◽  
Vol 50 (1) ◽  
pp. 51-66 ◽  
Author(s):  
Ana Genc
Keyword(s):  
Coping Strategies ◽  
Test Anxiety ◽  
Coping Mechanisms ◽  
German Studies ◽  
Mediating Role ◽  
Novi Sad ◽  
The University ◽  
The Given ◽  
The Relationship

In most modern societies, nearly every realm of life involves some form of evaluation of our knowledge, abilities and skills. Given the potentially significant consequences of exams, it is not surprising that they are often very stressful. This study aimed to determine the existence and nature of the relationships between level of test anxiety, coping strategies, and achieved success on a mid-term test. As well as examining the direct relations between the given variables, our primary interest was to investigate the potential mediating role of coping mechanisms between the input and output variables of the examined stressful transaction. The study was conducted on a sample of 263 students from the Psychology and German Studies Departments of the Faculty of Philosophy at the University of Novi Sad. According to our results, only emotion-focused coping mechanisms were statistically significant mediators in the relationship between level of test anxiety and mid-term test achievement. The results indicate that students with high test anxiety who employ predominantly emotion-focused coping strategies score lower on a pre-exam knowledge test.

scholarly journals Who stands to benefit? Wellbeing, belonging and challenges to equity in engagement in extra-curricular activities at university

2020 ◽  
pp. 146978742090820 ◽  
Author(s):  
Naomi Winstone ◽  
Kieran Balloo ◽  
Karen Gravett ◽  
Daniel Jacobs ◽  
Harry Keen
Keyword(s):  
Sense Of Belonging ◽  
Individual Characteristics ◽  
Student Identity ◽  
Mediating Role ◽  
Wide Range ◽  
Extra Curricular Activities ◽  
The University ◽  
The Impact ◽  
Perceived Outcomes

Students’ engagement in extra-curricular activities can play a significant role in their development of a student identity, as well as leading to a greater sense of belonging and wellbeing. However, individual characteristics such as sociability may influence the likelihood of students engaging in extra-curricular activities. We collected mixed mode data from two online surveys to explore students’ perceptions of the impact of engagement in extra-curricular activities on their experience at university, as well as the mediating role of engagement in extra-curricular activities in the relationships between extraversion and wellbeing and sense of belonging to the University. Our data demonstrate that extraversion is positively associated with both belonging and wellbeing, and that engagement in extra-curricular activities also mediates these relationships. Our qualitative data uncover further nuances in engagement with extra-curricular activities; while many perceived outcomes are positive, some students express regret at opportunities missed, and find it challenging to balance extra-curricular activities and their studies. Taken together, these findings indicate that not all students stand to benefit equally from engagement in extra-curricular activities. Providing a range of opportunities that are accessible to a wide range of students may promote equity in participation in extra-curricular activities.

Challenging Lecturer Assumptions About Preservice Teacher Learning in Mandatory Indigenous Studies

2016 ◽  
Vol 45 (2) ◽  
pp. 119-128 ◽  
Author(s):  
Katrina Thorpe ◽  
Cathie Burgess
Keyword(s):  
Preservice Teachers ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Approaches To Learning ◽  
Indigenous Studies ◽  
Course Content ◽  
Knowledge And Beliefs ◽  
Cultural Interface ◽  
The University ◽  
Preservice Teacher Learning

This paper explores and challenges our assumptions as lecturers about preservice teachers’ knowledge and beliefs entering a mandatory Indigenous Studies subject. A total of 38 focus groups were conducted over two years (2011–2012) with preservice teachers enrolled in teaching degrees at the University of Sydney. Findings were analysed to identify and critically reflect on our assumptions about preservice teachers' prior understanding of the content and approaches to learning. To challenge our assumptions, this paper applies Brookfield's (1995) student and autobiographical lenses to engage in critical reflection and Nakata's (2002, 2007) ‘cultural interface’ to better understand the complexities, tensions and transformations that occur for learners in the Indigenous Studies classroom. Findings illuminated that assumptions about the level of resistance and indifference to course content were often overstated and rather, many preservice teachers were more likely to be insecure and reticent to express their ideas in this complex and potentially uncomfortable learning environment. Implications from the study highlight the need for ongoing critical reflection of lecturer assumptions about preservice teachers’ dispositions and how they engage with the subject to better understand the diversity of their knowledge and experiences and what this means for teaching and learning in this context.

scholarly journals The Impact of Emotional Intelligence on Job Performance via the Mediating Role of Job Satisfaction

2016 ◽  
Vol 11 (2) ◽  
pp. 69 ◽  
Author(s):  
Ivan Vratskikh ◽  
Ra'ed (Moh’dTaisir) Masa'deh ◽  
Musa Al-Lozi ◽  
Mahmoud Maqableh
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Public Sector ◽  
Job Performance ◽  
Equation Modeling ◽  
Mediating Role ◽  
University Of Jordan ◽  
The University ◽  
The Impact

<p class="NoSpacing1">Recent research findings are accumulating evidence that Emotional Intelligence (EI) is associated positively with important work manners. However, the research on Emotional Intelligence is mainly conducted in business field and in western countries; therefore there is a shortage of research on Emotional Intelligence in the context of public sector in Jordan. The aim of this study is to explore the influence of Emotional Intelligence on job performance and job satisfaction as well as the mediating role of job satisfaction on job performance among the administrative employees of the University of Jordan. The present study is based on Mayer and Salovey’s (2000) ability model of Emotional Intelligence. A sample consisted of 354 employees from the University of Jordan who completed self-report questionnaire. Structural equation modeling (SEM) was used in order to test the proposed hypotheses. The research found that Emotional Intelligence is positively correlated with job performance and job satisfaction. The findings of this study also confirm the mediatory role of job satisfaction in relationship between Emotional Intelligence and job performance. It is suggested that Emotional Intelligence can be used to predict job performance and job satisfaction, therefore the understanding of Emotional Intelligence theory and its applications can be promoted for managerial and human resource practices throughout public sector organizations.</p>

Preservice Teacher Education

2020 ◽  
pp. 42-66
Author(s):  
Eduardo Andere
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Preservice Teacher ◽  
Preservice Teacher Education ◽  
Simple Task ◽  
Preservice Teacher Training ◽  
Preservice Teaching ◽  
Training Class ◽  
The University ◽  
Eastern Finland

This chapter explains in detail the new preservice teacher training curriculum at the University of Jyväskylä and tries to go as deep as possible in understanding a totally new and progressive way of training class and subject teachers. It is not a simple task, so the chapter draws heavily on interviews with the architects of the new preservice teaching education curriculum, as well as from lecturers and university students. In this chapter, preservice teachers are being trained in the new topics of interactions, emotions, and collaboration. To balance the view about preservice teacher education in Finland, the chapter presents a summary of current changes in preservice teacher education at three additional universities: the University of Helsinki, the University of Turku, and the University of Eastern Finland. The University of Jyväskylä has the most progressive view, and although all universities have a common core about teacher education, not all of them have moved as far and as quickly as the University of Jyväskylä. The “dialogue” that the chapter presents among the four universities enriches our understanding of teacher education toward the 2030s.

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