Confirmatory Feedback in Teacher Education: An Instigator of Student Teacher Learning

ISBN-13: 9781137524386 / Angielski / Twarda / 2016 / 130 str.

Nur Kurtoglu-Hooton

Opis

This book examines the intricacies of the discourse of post-observation feedback that student teachers receive following group teaching practice. In particular, the author explores confirmatory feedback as an instigator of student teacher learning, and examines the potential links between feedback and change.

Spis treści

Chapter 1: Post-observation feedback.- Chapter 2: Case Study research into post-observation feedback.- Chapter 3: Data analysis: the macro picture.- Chapter 4: Data analysis: the micro picture.- Chapter 5: Case Study One:  Mary, Lisa, Sam, Jake.- Chapter 6: Confirmatory feedback and the facilitation of divergent change.- Chapter 7: From Case Studies Two, Three and Four.- Chapter 8: Reflections on change.- Chapter 9: The research findings and some reflections.- References.- Appendix A: Transcription conventions.- Appendix B: Extract from post-observation feedback: Discussing Gary’s lesson.

O autorze

Nur Kurtoglu-Hooton is Lecturer in TESOL at Aston University, UK. She has experience of working on a range of research projects in the field of teacher education, with language teachers in the UK and overseas. Her research interests include post-observation feedback, teacher learning and teacher change.

Blurb

This book examines the intricacies of the discourse of post-observation feedback that student teachers receive following group teaching practice. In particular, the author explores confirmatory feedback as an instigator of student teacher learning, and examines the potential links between feedback and change. The book will be of specific interest to researchers, teacher educators and other professionals involved in feedback-giving settings.

Nur Kurtoglu-Hooton is Lecturer in TESOL at Aston University, UK. She has experience of working on a range of research projects in the field of teacher education, with language teachers in the UK and overseas. Her research interests include post-observation feedback, teacher learning and teacher change.