Abstract
• 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?
| Language | English |
|---|---|
| Pages | 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
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Observer, observed and observations : initial teacher education English tutors' feedback on lessons taught by student teachers of English. / Stevens, David; Lowing, Karen.
In: English in Education, Vol. 42, No. 2, 28.06.2008, p. 182-198.Research output: Contribution to journal › Article
TY - JOUR
T1 - Observer, observed and observations
T2 - English in Education
AU - Stevens, David
AU - Lowing, Karen
PY - 2008/6/28
Y1 - 2008/6/28
N2 - 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?
AB - 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?
KW - initial teacher education
KW - English
KW - professional development
U2 - 10.1111/j.1754-8845.2008.00015.x
DO - 10.1111/j.1754-8845.2008.00015.x
M3 - Article
VL - 42
SP - 182
EP - 198
JO - English in Education
JF - English in Education
SN - 0425-0494
IS - 2
ER -