Post-observation feedback as an instigator of teacher learning and change

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Abstract

This paper investigates an on-going study into the nature of the discourse teacher educators (TEds) and student-teachers (Ts) use during postobservation feedback, and explores the feedback discourse in terms of the impact it may have on teacher learning and change. Two types of feedback, confirmatory and corrective, are briefly discussed, and the former is then made the focus of the paper in its role as a potential instigator of teacher learning and change.

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Original languageEnglish
JournalIATEFL TTED SIG E-Newsletter
StatePublished - Jul 2004

    Keywords

  • discourse teacher educators, student-teachers, postobservation feedback, feedback, teacher learning

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