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 |
Keywords
- initial teacher education
- English
- professional development