Abstract
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.
| Original language | English |
|---|---|
| Place of Publication | London (UK) |
| Publisher | Palgrave Macmillan |
| Number of pages | 130 |
| ISBN (Electronic) | 978-1-137-52439-3 |
| ISBN (Print) | 978-1-137-52438-6 |
| DOIs | |
| Publication status | Published - Aug 2016 |
Keywords
- teacher education
- post-observation feedback
- student teacher learning
- teacher change
- confirmatory feedback
- teaching practice
Fingerprint
Dive into the research topics of 'Confirmatory feedback in teacher education: an instigator of student teacher learning'. Together they form a unique fingerprint.Student theses
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Post-observation feedback as an instigator of learning and change: exploring the effect of feedback through student teachers’ self-reports
Kurtoglu-Hooton, N. (Author), Garton, S. (Supervisor), Jul 2010Student thesis: Doctoral Thesis › Doctor of Philosophy
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