Causes of tension in post-observation feedback in pre-service teacher training: an alternative view

Fiona Copland

Research output: Contribution to journalArticlepeer-review

Abstract

A central component in pre-service teacher training is teaching practice and feedback. In some cases, feedback results in disquiet and tension (Brandt, 2008). Many researchers attribute this tension to the incompatibility of the assessment and development roles that the trainer must perform. The research reported on here, however, suggests that tension may also be rooted in a difference in expectation amongst trainers and trainees about the purpose and performance of feedback. This can result in trainees not playing by the rules of the game (Roberts & Sarangi, 2001) either because they do not understand them or because they wish to challenge them.
Original languageEnglish
Pages (from-to)466-472
Number of pages7
JournalTeaching and Teacher Education
Volume26
Issue number3
DOIs
Publication statusPublished - 26 Apr 2009

Keywords

  • tension
  • feedback
  • pre-service teacher training
  • linguistic ethnography
  • participation structures

Fingerprint Dive into the research topics of 'Causes of tension in post-observation feedback in pre-service teacher training: an alternative view'. Together they form a unique fingerprint.

Cite this