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From ‘Plodder’ to ‘Creative’ feedback in teacher education

From ‘Plodder’ to ‘Creative’ feedback in teacher education

 Kurtoglu-Hooton, Nur.
 2016.
 p. 39-47. Oxford University Press. English ISSN: 09510893
Ngôn ngữTeacher education‘Creative’.‘Plodder’.Feedback.
Tác giả CN Kurtoglu-Hooton, Nur.
Nhan đề From ‘Plodder’ to ‘Creative’: feedback in teacher education / Nur Kurtoglu-Hooton.
Thông tin xuất bản 2016.
Mô tả vật lý p. 39-47.
Tùng thư Oxford University Press.
Tóm tắt 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.
Thuật ngữ chủ đề Ngôn ngữ-Giảng dạy-Tiếng Anh-TVĐHHN
Từ khóa tự do Teacher education
Từ khóa tự do ‘Creative’.
Từ khóa tự do ‘Plodder’.
Từ khóa tự do Feedback.
Nguồn trích ELT journal.- 2016, Vol. 70, No. 1.
MARC
Hiển thị đầy đủ trường & trường con
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520[ ] |a 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.
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