A checklist development for meaningful learning in classroom observation

Jon Chao Hong, Jian Hong Ye, Po Hsi Chen, Yu Ying Yu

研究成果: 雜誌貢獻文章同行評審

摘要

Classroom observation is generally regarded as an important tool for improving the professional development of teachers. It needs a good checklist for teachers and observers to communicate those performed and missed points to improve teaching practice. However, most of the publicly used checklists tend to lack meaningful learning from classroom observation. To overcome this shortcoming, this study incorporated fundamental professional development pedagogies (e.g., pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological pedagogical content knowledge (TPCK)) to form the checklist, and subjected it to a reliability test (Cronbach's α from .861~.869) and expert validity test to explore its applicability. Moreover, analyzing classroom observation in teaching practices, the results of this study indicated that PCK for lesson planning, PK for teaching method and strategies including cognitive strategies and affective strategies (i.e., in lecturing, in discussion, and in project working) were more applicable to be observed. However, such TPCK, in this study, was discovered that most of the participating teachers had doubts about the applicability of the dimension in the current class observation activities.

原文英語
頁(從 - 到)728-735
頁數8
期刊International Journal of Information and Education Technology
10
發行號10
DOIs
出版狀態已發佈 - 2020 十月

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

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