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

Abstract

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.

Publication DOI: https://doi.org/10.1093/elt/ccv050
Divisions: ?? 53981500Jl ??
College of Business and Social Sciences > School of Social Sciences & Humanities > Centre for Language Research at Aston (CLaRA)
College of Business and Social Sciences > School of Social Sciences & Humanities
College of Business and Social Sciences > School of Social Sciences & Humanities > English Languages and Applied Linguistics
Additional Information: 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: http://dx.doi.org/10.1093/elt/ccv050
Uncontrolled Keywords: feedback in teacher education,post-observation feedback,Language and Linguistics,Education,Developmental and Educational Psychology
Full Text Link: http://eltj.oxf ... content/70/1/39
Related URLs: http://www.scop ... tnerID=8YFLogxK (Scopus URL)
PURE Output Type: Article
Published Date: 2016-01-01
Published Online Date: 2015-09-16
Accepted Date: 2015-09-01
Authors: Kurtoglu-Hooton, Nur (ORCID Profile 0000-0003-2850-3681)

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