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Evaluating the Effectiveness of Using Peer-Dialogue Assessment (PDA) for Improving Pre-Service Teachers' Perceived Confidence and Competence to Teach Physical Education

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Title: Evaluating the Effectiveness of Using Peer-Dialogue Assessment (PDA) for Improving Pre-Service Teachers' Perceived Confidence and Competence to Teach Physical Education
Language: English
Authors: Eather, Narelle, Riley, Nick, Miller, Drew, Jones, Bradley
Source: Australian Journal of Teacher Education. Jan 2017 42(1):69-83.
Availability: Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Peer Reviewed: Y
Page Count: 16
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teachers, Self Esteem, Teacher Competencies, Physical Education, Foreign Countries, Higher Education, Teaching Methods, Feedback (Response), Physical Education Teachers, Peer Evaluation, Educational Improvement, Academic Achievement, Self Efficacy, Pilot Projects, Questionnaires, Statistical Analysis, Undergraduate Students, Instructional Effectiveness
Geographic Terms: Australia
ISSN: 0313-5373
Abstract: Developing effective methods for improving student learning in higher education is a priority. Recent findings have shown that feedback on student work can effectively facilitate learning if students are engaged as active participants in the feedback cycle; where they seek, generate and use feedback in the form of dialogue. This novel study investigates the use of peer dialogue assessment as an assessment for learning tool used in an existing undergraduate physical education course. Our findings demonstrate that when thirty six undergraduate physical education students were provided with instruction and practice using peer dialogue assessment after consecutive teaching performances, they exhibit significant improvements in perceived teaching confidence and competence, and teaching self-efficacy. Process evaluation results implying that embedding peer dialogue assessment in higher education courses may be a feasible approach for facilitating learning, and that students were satisfied with using peer dialogue as a feedback method for improving teaching practices.
Abstractor: As Provided
Number of References: 55
Entry Date: 2017
Accession Number: EJ1133782
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Evaluating the Effectiveness of Using Peer-Dialogue Assessment (PDA) for Improving Pre-Service Teachers' Perceived Confidence and Competence to Teach Physical Education
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  Data: <searchLink fieldCode="AR" term="%22Eather%2C+Narelle%22">Eather, Narelle</searchLink><br /><searchLink fieldCode="AR" term="%22Riley%2C+Nick%22">Riley, Nick</searchLink><br /><searchLink fieldCode="AR" term="%22Miller%2C+Drew%22">Miller, Drew</searchLink><br /><searchLink fieldCode="AR" term="%22Jones%2C+Bradley%22">Jones, Bradley</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Australian+Journal+of+Teacher+Education%22"><i>Australian Journal of Teacher Education</i></searchLink>. Jan 2017 42(1):69-83.
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  Data: Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
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  Data: 16
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Esteem%22">Self Esteem</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Education%22">Physical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Education+Teachers%22">Physical Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Evaluation%22">Peer Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Improvement%22">Educational Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Pilot+Projects%22">Pilot Projects</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 0313-5373
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Developing effective methods for improving student learning in higher education is a priority. Recent findings have shown that feedback on student work can effectively facilitate learning if students are engaged as active participants in the feedback cycle; where they seek, generate and use feedback in the form of dialogue. This novel study investigates the use of peer dialogue assessment as an assessment for learning tool used in an existing undergraduate physical education course. Our findings demonstrate that when thirty six undergraduate physical education students were provided with instruction and practice using peer dialogue assessment after consecutive teaching performances, they exhibit significant improvements in perceived teaching confidence and competence, and teaching self-efficacy. Process evaluation results implying that embedding peer dialogue assessment in higher education courses may be a feasible approach for facilitating learning, and that students were satisfied with using peer dialogue as a feedback method for improving teaching practices.
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  Label: Entry Date
  Group: Date
  Data: 2017
– Name: AN
  Label: Accession Number
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  Data: EJ1133782
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    Languages:
      – Text: English
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        PageCount: 16
        StartPage: 69
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Self Esteem
        Type: general
      – SubjectFull: Teacher Competencies
        Type: general
      – SubjectFull: Physical Education
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Teaching Methods
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      – SubjectFull: Feedback (Response)
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      – SubjectFull: Physical Education Teachers
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      – SubjectFull: Peer Evaluation
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      – SubjectFull: Educational Improvement
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Pilot Projects
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      – SubjectFull: Questionnaires
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      – SubjectFull: Statistical Analysis
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Australia
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      – TitleFull: Evaluating the Effectiveness of Using Peer-Dialogue Assessment (PDA) for Improving Pre-Service Teachers' Perceived Confidence and Competence to Teach Physical Education
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