As reflective practice has become an influential factor in teacher professional development, teachers need some techniques to enhance their reflective teaching. In this light, this study was intended to examine: (a) whether self-evaluation techniques could promote English as Foreign Language (EFL) teachers’ reflective teaching, (b) whether EFL teachers who used self-evaluation techniques would ...

The aim of this study is to develop a scale for teachers’ evaluation the distance education process and examine evaluations according variables gender occupational seniority with measurement tool. sampling research consists 616 secondary school teachers who work in large city south Turkey, selected by cluster method. In analysis data, respectively; exploratory confirmatory factor analysis, Cron...

This study examined the relationship among teacher, peer, and self-ratings of children's social behavior. The Pupil Evaluation Inventory was completed by 172 first-graders, 346 fourth-graders, 283 seventh-graders, and 30 teachers. Groups of deviant responders and controls were also selected from the total sample on the basis of peer-rated aggression and withdrawal scores. Interrater agreement w...

The following study has been conducted to discover the characteristics of an effective clinical teacher as described by faculty and students in a selected baccalaureate school of nursing. Through determination of these characteristics, clinical teachers can improve their teaching methodology and provide a more effective learning environment for the learner. The identification of these character...

Objectives: There is growing evidence for the value of several forms of peer teaching in medical education. Little is known about the feasibility of such an approach in courses of clinical reasoning. The University Medical Center Utrecht offers a clinical reasoning course for first and second year students which previously had been occasionally led by sixth year, i.e. near-peer students. We eva...

The ability to evaluate "sins of omission"-true but pragmatically misleading, underinformative pedagogy-is critical for learning. This study reveals a developmental change in children's evaluation of underinformative teachers and investigates the nature of their limitations. Participants rated a fully informative teacher and an underinformative teacher in two different orders. Six- and 7-year-o...