By Nur Kurtoglu-Hooton
This e-book examines the intricacies of the discourse of post-observation suggestions that pupil lecturers obtain following team instructing perform. specifically, the writer explores confirmatory suggestions as an instigator of pupil instructor studying, and examines the aptitude hyperlinks among suggestions and alter. The e-book can be of particular curiosity to researchers, instructor educators and different pros all for feedback-giving settings.
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Extra resources for Confirmatory Feedback in Teacher Education: An Instigator of Student Teacher Learning
1996. Making sense of qualitative data. London: Sage. Dey, I. 1993. Qualitative data analysis: A user-friendly guide for social scientists. London: Routledge. , and G. Barkhuizen. 2005. Analysing learner language. Oxford/New York: Oxford University Press. Ramaprasad, A. 1983. On the definition of feedback. Systems Research and Behavioural Science 28(1): 4–13. Richards, K. 2003. Qualitative inquiry in TESOL. New York: Palgrave Macmillan. Richards, L. 2005. Handling qualitative data: A practical guide.
About each other. About each other, so that’s good. There was something else. Was it start here, and then one by one? Oh no. It was? Randomly. Done randomly. And that’s what works well as well. So they don’t know who is going to be nominated next—so they have to be attentive. For that reason as well, so that worked very well. There are so many teachers who just go in the order, and I’m sure you’ve had this in your lectures and in your different education contexts where, if you have ten questions and ten students, we should start from here, the tenth student knows exactly he or she has to answer the tenth question.
Again. Give me your telephone number please. Can you give me your telephone number please? Can you give me your telephone number please? Apparently people are able to remember more easily if the repetition is done as back chaining. The feedback here is directed towards the whole group but focuses on Jake’s lesson in particular. Line 001 signals the start of confirmatory feedback—one that can be categorised as confirmatory feedback on a teacher’s skill (TS). The lexical phrase “there was a nice instance in your lesson Jake when you” shows that an example will be given, in this instance with reference to Jake’s lesson, highlighting what was done well (lines 001–006).
Confirmatory Feedback in Teacher Education: An Instigator of Student Teacher Learning by Nur Kurtoglu-Hooton