From 'Plodder' to 'Creative': feedback in teacher education

Nur Kurtoglu-Hooton*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review


This article discusses the case study of four student teachers, examining the ways in which a particular kind of feedback—namely, confirmatory feedback—can act as a catalyst for some of the learning and potential change student teachers in a teaching practice group may experience on an initial teacher education programme. It illustrates how one piece of confirmatory feedback given to the student teacher, Jake, during post-observation feedback sessions has been influential not just for him but also for his peers. The article shows how this kind of feedback can be particularly effective when it is specific and detailed. It also exemplifies confirmatory feedback and considers the implications of such feedback for the field of teacher education.
Original languageEnglish
Article numberccv050
Pages (from-to)39-47
Number of pages9
JournalELT Journal
Issue number1
Early online date16 Sept 2015
Publication statusPublished - 1 Jan 2016

Bibliographical note

This is a pre-copyedited, author-produced PDF of an article accepted for publication in ELT Journal following peer review. The version of record Kurtoglu-Hooton, N. (2016). From 'Plodder' to 'Creative': feedback in teacher education. ELT journal, 70, 39-47 is available online at:


  • feedback in teacher education
  • post-observation feedback


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