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Confirmatory Feedback in Teacher Education

An Instigator of Student Teacher Learning

  • Nur Kurtoglu-Hooton

Table of contents

  1. Front Matter
    Pages i-xiii
  2. Nur Kurtoğlu-Hooton
    Pages 1-11
  3. Nur Kurtoğlu-Hooton
    Pages 13-25
  4. Nur Kurtoğlu-Hooton
    Pages 27-32
  5. Nur Kurtoğlu-Hooton
    Pages 33-43
  6. Nur Kurtoğlu-Hooton
    Pages 45-79
  7. Nur Kurtoğlu-Hooton
    Pages 91-102
  8. Nur Kurtoğlu-Hooton
    Pages 103-110
  9. Nur Kurtoğlu-Hooton
    Pages 111-120
  10. Back Matter
    Pages 121-130

About this book

Introduction

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.

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.

Keywords

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

Authors and affiliations

  • Nur Kurtoglu-Hooton
    • 1
  1. 1.School of Languages and Social SciencesAston UniversityBirminghamUnited Kingdom

Bibliographic information

  • DOI https://doi.org/10.1057/978-1-137-52439-3
  • Copyright Information The Editor(s) (if applicable) and The Author(s) 2016
  • Publisher Name Palgrave Pivot, London
  • eBook Packages Social Sciences
  • Print ISBN 978-1-137-52438-6
  • Online ISBN 978-1-137-52439-3
  • Buy this book on publisher's site