Confirmatory Feedback in Teacher Education

1. Front Matter

   Pages i-xiii

   PDF

2. Post-observation Feedback

   • Nur Kurtoğlu-Hooton

   Pages 1-11

3. Case Study Research into Post-observation Feedback

   • Nur Kurtoğlu-Hooton

   Pages 13-25

4. Data Analysis: The Macro-picture

   • Nur Kurtoğlu-Hooton

   Pages 27-32

5. Data Analysis: The Micro-picture

   • Nur Kurtoğlu-Hooton

   Pages 33-43

6. Case Study One: Marie, Lisa, Sam, Jake

   • Nur Kurtoğlu-Hooton

   Pages 45-79

7. Confirmatory Feedback and the Facilitation of Divergent Change

   • Nur Kurtoğlu-Hooton

   Pages 81-89

8. From Case Studies Two, Three, and Four

   • Nur Kurtoğlu-Hooton

   Pages 91-102

9. Further Reflections on Change

   • Nur Kurtoğlu-Hooton

   Pages 103-110

10. The Research Findings and Some Reflections

    • Nur Kurtoğlu-Hooton

    Pages 111-120

11. Back Matter

    Pages 121-130

    PDF

This book examines the intricacies of the discourse of post-observation feedback that student teachers receive following group teaching practice. In particular, the author explores confirmatory feedback as an instigator of student teacher learning, and examines the potential links between feedback and change. The book will be of specific interest to researchers, teacher educators and other professionals involved in feedback-giving settings.

• Student teacher learning
• Post-observation feedback
• Case study research
• corrective feedback
• divergent change
• convergent change

• School of Languages and Social Sciences, Aston University, Birmingham, United Kingdom

  Nur Kurtoglu-Hooton

Nur Kurtoglu-Hooton is Lecturer in TESOL at Aston University, UK. She has experience of working on a range of research projects in the field of teacher education, with language teachers in the UK and overseas. Her research interests include post-observation feedback, teacher learning and teacher change.

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