Earticle

초록

영어

This research examines the impact of teachers' self-evaluation on their classroom interactions with students. Changes in class behavior were analyzed by following two experienced middle school teachers for one semester of self-evaluation, comparing their classes at the beginning and end of the semester. A qualitative research method was adopted to take, a deeper look at the effect of changes in the teachers' in class actions. Both of the teachers reported positive effects of implementing self-evaluation on their teaching pedagogy, focusing specifically on their interactions with students when asking question and giving feedback. By the end of semester, they were asking broader questions that encouraged their students to engage in deeper thought and, when giving feedback, the class atmosphere was much brighter with better communication due to the positive reinforcement provided. This research supports research into ways to enhance teachers' expertise and improve their teaching via self-evaluation, centering on teachers' actions in the classroom.

목차

Abstract
1. Introduction
2. Literature Review
2.1. Self-evaluation of classes
2.2. Class behavior
3. Method
3.1. Participants
3.2. Instrument
3.3. Data analysis
4. Results
4.1. Results for changes in question-asking behavior
4.2. Results for changes in feedback provided
5. Conclusions and discussion
References

키워드

저자

• Ji Hoon Ryoo [ Department of Pediatrics & Preventive Medicine, University of Southern California ]
• Jongkyum Kwon [ Department of Mathematics Education and ERI, Gyeongsang National University ]
• Dong Yub Lee [ Department of Education, Gyeongsang National University ] Corresponding Author

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  International Journal of Advanced Culture Technology(IJACT)

• 간기

  계간

• pISSN

  2288-7202

• eISSN

  2288-7318

• 수록기간

  2013~2025

• 등재여부

  KCI 등재

• 십진분류

  KDC 600 DDC 700