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Tác giả CN
| Kurtoglu-Hooton, Nur. | |
Nhan đề
| From ‘Plodder’ to ‘Creative’: feedback in teacher education /Nur Kurtoglu-Hooton. | |
Thông tin xuất bản
| 2016. | |
Mô tả vật lý
| p. 39-47. | |
Tùng thư
| Oxford University Press. | |
Tóm tắt
| This article discusses the case study of four student teachers, examining the ways in which a particular kind of feedback—namely, confirmatory feedback—can act as a catalyst for some of the learning and potential change student teachers in a teaching practice group may experience on an initial teacher education programme. It illustrates how one piece of confirmatory feedback given to the student teacher, Jake, during post-observation feedback sessions has been influential not just for him but also for his peers. The article shows how this kind of feedback can be particularly effective when it is specific and detailed. It also exemplifies confirmatory feedback and considers the implications of such feedback for the field of teacher education. | |
Đề mục chủ đề
| Ngôn ngữ--Giảng dạy--Tiếng Anh--TVĐHHN | |
Thuật ngữ không kiểm soát
| Teacher education | |
Thuật ngữ không kiểm soát
| ‘Creative’. | |
Thuật ngữ không kiểm soát
| ‘Plodder’. | |
Thuật ngữ không kiểm soát
| Feedback. | |
Nguồn trích
| ELT journal.- 2016, Vol. 70, No. 1. |
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| 260 | |c2016. |
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| 300 | |ap. 39-47. |
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| 362 | 0 |aVol. 70, No. 1 (Jan. 2016) |
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| 490 | |aOxford University Press. |
|---|
| 520 | |aThis article discusses the case study of four student teachers, examining the ways in which a particular kind of feedback—namely, confirmatory feedback—can act as a catalyst for some of the learning and potential change student teachers in a teaching practice group may experience on an initial teacher education programme. It illustrates how one piece of confirmatory feedback given to the student teacher, Jake, during post-observation feedback sessions has been influential not just for him but also for his peers. The article shows how this kind of feedback can be particularly effective when it is specific and detailed. It also exemplifies confirmatory feedback and considers the implications of such feedback for the field of teacher education. |
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|---|
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|---|
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