Written Artefacts in Post-Conference Feedback Sessions: The Running Commentary as a Support for Teacher Learning

Autor/in	Engin, Marion
Titel	Written Artefacts in Post-Conference Feedback Sessions: The Running Commentary as a Support for Teacher Learning
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 41 (2015) 3, S.254-266 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2015.1041289
Schlagwörter	Feedback (Response); Role; Teacher Student Relationship; Observation; Teaching Methods; Preservice Teacher Education; Power Structure; Foreign Countries; English (Second Language); Second Language Learning; Language of Instruction; Preservice Teachers; Language Teachers; Second Language Instruction; Qualitative Research; Grammar; Vignettes; Turkey + Suchen Sie Ihr Suchwort? Rollen; Teacher student relationships; Lehrer-Schüler-Beziehung; Beobachtung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Lehrerausbildung; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Qualitative Forschung; Grammatik; Türkei
Abstract	Written artefacts often form a significant part of teacher education activities and play a crucial role in the dialogue between tutor and student teacher in a post-observation feedback session. However, although the dialogue of feedback sessions has been extensively researched, the role of the artefact has been less explored. This research examines how the written artefact of a running commentary guides or constrains the pedagogical conversation between tutor and student teachers, as well as how it represents the power and authority of the tutor and the teacher education establishment. The article concludes with implications for pre-service teacher education practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01