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 |
|---|---|
| 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 |
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Keywords
- initial teacher education
- English
- professional development
Cite this
Stevens, D., & Lowing, K. (2008). Observer, observed and observations: initial teacher education English tutors' feedback on lessons taught by student teachers of English. English in Education, 42(2), 182-198. https://doi.org/10.1111/j.1754-8845.2008.00015.x