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  • Formative Assessment Practices and the School Social Climate. A New Approach to the Subject Based on a Study Conducted in Poland

    Author: Aleksandra Tłuściak-Deliowska
    Institution: The Maria Grzegorzewska University
    Author: Monika Czyżewska
    Institution: The Maria Grzegorzewska University
    Year of publication: 2019
    Source: Show
    Pages: 30-41
    DOI Address: https://doi.org/10.15804/tner.2019.55.1.02
    PDF: tner/201901/tner5502.pdf

    The topic of formative assessment has rarely been addressed in Polish educational research studies, and the connection between formative assessment and the school climate has, until now, never been examined. The subject of this quantitative study were the formative assessment practices used by elementary school teachers and the school social climate. The participants were students (N=491) and teachers (N=60). Findings indicate that: (1) to a varying degree, teachers use activities that make up formative assessment, (2) schools differ significantly in their formative assessment practices, (3) the social climate at these schools is positive, (4) formative assessment practices are positively correlated with the school climate.

  • How to learn professional competencies via blogs

    Author: Carme Pinya Medina
    Author: Maria Rosa Rosselló Ramon
    Year of publication: 2015
    Source: Show
    Pages: 40-51
    DOI Address: https://doi.org/10.15804/tner.2015.42.4.03
    PDF: tner/201504/tner20150403.pdf

    How can one encourage the development of professional skills in a university subject? How can one use a blog to improve teaching results? These questions motivated the study presented in this article. It is structured around the following two basic and complementary objectives: 1. Designing and implementing a teaching innovation project to promote the development of certain professional skills, using the blog as a tool for self-reflection and 2. Evaluating the experience and collecting students’ comments on the use of the blog in a university context. In pursuit of the second objective, we used a methodology that combined a questionnaire and content analysis. The results make us reflect on the changes that should be introduced in the design of the learning activities and the provision of feedback to utilise the blog as a tool to promote the development of professional skills.

  • Perception of the Part-Time Teachers’ Professional Development Needs , Barriers, Feedback , and Job Satisfaction: Case of Serbia from Talis 2013 Sample

    Author: Predrag Živković
    Institution: University of Kragujevac, Jagodina, Serbia
    ORCID: https://orcid.org/0000-0001-5874-0165
    Year of publication: 2022
    Source: Show
    Pages: 150-161
    DOI Address: https://doi.org/10.15804/tner.22.68.2.12
    PDF: tner/202202/tner6812.pdf

    The research aimed to determine significant relationships between selected dimensions of professional life and the work of part-time teachers in a sample of respondents in the Republic of Serbia. In testing the model on a sample from the TALIS 2013 (Teaching and Learning International Survey), which consisted of dimensions of professional development (general and specific), barriers to professional development, evaluation and job satisfaction, showed statistically significant relationships between feedback, specific needs of professional development, and less significant links between the general needs of professional development and the barriers to this development with job satisfaction. Quantitative methods were followed to report the results of the cross-sectional study. Partial least square structural equation modelling (PLS-SEM) was utilised to assess the quantitative data. Research with this sample of surveyed teachers has not been done so far.

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