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Confirmatory Feedback in Teacher Education: An Instigator of Student Teacher Learning de Nur Kurtoglu-Hooton

Confirmatory Feedback in Teacher Education: An Instigator of Student Teacher Learning

Autor Nur Kurtoglu-Hooton
en Limba Engleză Hardback – 5 sep 2016
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.
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Specificații

ISBN-13: 9781137524386
ISBN-10: 1137524383
Pagini: 148
Ilustrații: XIII, 130 p. 2 illus. in color.
Dimensiuni: 148 x 210 x 14 mm
Greutate: 0.3 kg
Ediția:1st ed. 2016
Editura: Palgrave Macmillan UK
Colecția Palgrave Pivot
Locul publicării:London, United Kingdom

Cuprins

Chapter 1: Post-observation feedback.- Chapter 2: Case Study research into post-observation feedback.- Chapter 3: Data analysis: the macro picture.- Chapter 4: Data analysis: the micro picture.- Chapter 5: Case Study One:  Mary, Lisa, Sam, Jake.- Chapter 6: Confirmatory feedback and the facilitation of divergent change.- Chapter 7: From Case Studies Two, Three and Four.- Chapter 8: Reflections on change.- Chapter 9: The research findings and some reflections.- References.- Appendix A: Transcription conventions.- Appendix B: Extract from post-observation feedback: Discussing Gary’s lesson.

Notă biografică

Nur Kurtoglu-Hooton is Lecturer in TESOL at Aston University, UK. She has experience of working on a range of research projects in the field of teacher education, with language teachers in the UK and overseas. Her research interests include post-observation feedback, teacher learning and teacher change.

Textul de pe ultima copertă

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.

Nur Kurtoglu-Hooton is Lecturer in TESOL at Aston University, UK. She has experience of working on a range of research projects in the field of teacher education, with language teachers in the UK and overseas. Her research interests include post-observation feedback, teacher learning and teacher change.

Caracteristici

Examines the linguistic techniques used in post-observation feedback sessions Explores the impact of feedback on student teacher learning and development Focuses on different kinds of feedback (corrective and confirmatory) at the macro and micro level Draws on theories and principles from counseling, social psychology and appreciative pedagogy