Investigating Teacher–Teacher Feedback (Record no. 45939)
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| fixed length control field | 02666nam a22002057a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20240530102136.0 |
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| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER | |
| ISSN | 0021-9584 |
| 100 ## - MAIN ENTRY--AUTHOR NAME | |
| Personal name | Wu, Meng-Yang Matthew |
| 245 ## - TITLE STATEMENT | |
| Title | Investigating Teacher–Teacher Feedback |
| Remainder of title | : Uncovering Useful Socio-pedagogical Norms for Reform-Based Chemistry Instruction (Journal Article) |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication | Washington DC |
| Name of publisher | :American Chemical Society |
| Year of publication | ,2023 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Number of Pages | 4224–4236p. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE | |
| Title | Journal of Chemical Education |
| Volume number/sequential designation | Volume 100, 2023 - Issue 11, November 2023 |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | ***______{For Hard Copy, Please visit Library.}________***<br/><br/> |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | Abstract: Teacher–teacher feedback is an important feature of professional learning. However, deeply ingrained socio-pedagogical norms may affect both the nature and content of feedback, constraining its effectiveness. Prior studies have reported that avoiding critique and providing excessively generic information can hinder pedagogical inquiry and adoption of reform-based instruction. To better understand the nuances of socio-pedagogical norms for chemistry-specific settings, we investigate the conversational functions and the ways in which teacher–teacher feedback addresses macroscopic, symbolic, and particulate levels of representation within lessons they experienced as students. We deductively coded 16 instances of feedback provided by eight VisChem Institute-2 teacher participants. Results from the first phase of analyses indicate that teacher–teacher feedback largely comprised of praise with few instances of critique. The second phase of analyses shows that teacher–teacher feedback most frequently referenced the particulate level. Synthesizing the results, we find that more chemistry-specific topics were referenced in conversational functions that prepare teachers for pedagogical change. Our findings suggest foregrounding the particulate level may support teachers’ critical engagement with each other. We thus recommend that teacher educators and professional developers base mutual engagement, shared repertoire, and the joint enterprise on the particulate level when constructing a community of reformed chemistry teaching practice. We also provide insights on how our findings can be adapted for chemistry graduate teaching assistants and raise new questions about investigating spiraling, dialogic forms of feedback. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | High School/Introductory Chemistry | Chemistry Education Research| Collaborative/Cooperative Learning | Professional Development |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Yezierski, Ellen J. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | https://doi.org/10.1021/acs.jchemed.3c00409 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Periodicals |
| Lost status | Damaged status | Home library | Current library | Date acquired | Koha item type |
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| RIE BPL Library | RIE BPL Library | 30.05.2024 | Periodicals |