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.
|Number of pages||9|
|Early online date||16 Sept 2015|
|Publication status||Published - 1 Jan 2016|
Bibliographical noteThis 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: http://dx.doi.org/10.1093/elt/ccv050
- feedback in teacher education
- post-observation feedback