Abstract
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.
| Original language | English |
|---|---|
| Place of Publication | London (UK) |
| Publisher | Palgrave Macmillan |
| Number of pages | 130 |
| ISBN (Electronic) | 978-1-137-52439-3 |
| ISBN (Print) | 978-1-137-52438-6 |
| DOIs | |
| Publication status | Published - Aug 2016 |
Keywords
- teacher education
- post-observation feedback
- student teacher learning
- teacher change
- confirmatory feedback
- teaching practice