By Nur Kurtoglu-Hooton
This booklet examines the intricacies of the discourse of post-observation suggestions that scholar academics obtain following staff educating perform. particularly, the writer explores confirmatory suggestions as an instigator of pupil instructor studying, and examines the capability hyperlinks among suggestions and alter. The booklet should be of particular curiosity to researchers, instructor educators and different pros fascinated by feedback-giving settings.
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Extra resources for Confirmatory Feedback in Teacher Education: An Instigator of Student Teacher Learning
Comment on it briefly, explaining why you have chosen this particular extract and why it may be significant for you. Part B Comment on what you believe you have learnt from the group feedback session. The task served as a critical incident analysis, which offers a more principled way of identifying what is important and for maximising learning opportunities. It helped to explore the reflections of the student teachers. A critical incident is any event that is considered significant or memorable (Brookfield 1995) as well as a highly charged moment or episode that has enormous consequences for personal change and development (Sikes et al.
The same theme carries on as the teacher educator would like Marie to comment on the kind of teacher she demonstrated herself to be in the lesson—with reference to the explainer, the involver, and the enabler (Scrivener 1994). Before Mary has a turn, Jake comments that Marie’s lesson had been “another cracker”. Marie’s query in line 253 could be addressing Jake or the tutor. If it is the former, she is querying whether her teaching was a cracker; if, however, it is the latter, she wants to ensure her lesson is now the focus of the feedback session and that the comments on Jake’s lesson have ended.
TQ TQ TQ TI TS TI TS Key for the colour coding: Feedback on the teacher’s qualities (TQ) Feedback on the teacher’s impact on the learners (TI) Feedback on the teacher’s teaching skills (TS) Feedback on the teacher’s behaviour (TB) Feedback on the teacher’s lesson (TL) During the axial coding of the feedback data, a number of sub-categories of corrective and confirmatory feedback emerged. These sub-categories were used “to segment the data” (Coffey and Atkinson 1996:36). During the coding of one full TP feedback session (transcript of a recording of 75 minutes in length) I identified five sub-categories that a student teacher may receive from tutor or peer, whether corrective or confirmatory.
Confirmatory Feedback in Teacher Education: An Instigator of Student Teacher Learning by Nur Kurtoglu-Hooton
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