Abstract
We reflect here on research into the process of giving and receiving lesson-observational feedback for student teachers. Key questions and areas are:
• How effective is post-lesson observation feedback in developing student teachers’ understanding of their own teaching?
• Are there any issues to do with English subject knowledge?
• What of the language issues involved?
• What is the relationship between formative and evaluative aspects of such feedback?
• How involved are the student teachers themselves, and what are their thoughts and feelings?
• How effective is post-lesson observation feedback in developing student teachers’ understanding of their own teaching?
• Are there any issues to do with English subject knowledge?
• What of the language issues involved?
• What is the relationship between formative and evaluative aspects of such feedback?
• How involved are the student teachers themselves, and what are their thoughts and feelings?
Original language | English |
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Pages (from-to) | 182-198 |
Number of pages | 17 |
Journal | English in Education |
Volume | 42 |
Issue number | 2 |
DOIs | |
Publication status | Published - 28 Jun 2008 |
Keywords
- initial teacher education
- English
- professional development