Observer, observed and observations: Initial teacher education English tutors’ feedback on lessons taught by student teachers of English
Abstract
We reflect here on research into the process of giving and receiving lesson-observational feedback for student teachers. Key questions and areas are: • How effective is post-lesson observation feedback in developing student teachers’ understanding of their own teaching? • Are there any issues to do with English subject knowledge? • What of the language issues involved? • What is the relationship between formative and evaluative aspects of such feedback? • How involved are the student teachers themselves, and what are their thoughts and feelings? [ABSTRACT FROM AUTHOR]
Reference
Stevens, D., & Lowing, K. (2008). Observer, observed and observations: Initial teacher education English tutors’ feedback on lessons taught by student teachers of English. English In Education, 42(2), 182-198. doi:10.1111/j.1754-8845.2008.00015.x
Journal
English in Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Post Graduate Certification in Education (PGCE)
Preservice Sample Size
36
Duration of Data Collection
Data Sources
- Classroom Discussion
- End-of-course evaluations
- Interviews
- Questionnaire
- written feedback sheets
Data Analysis Tools
Researcher Positionality
- inside (staying their own students)
Research Questions
How effective is ITE (Initial Teacher Education) English tutors’ post-lesson observation feedback in developing student teachers’ understanding of their own teaching quality and repertoire?
Is this research question explicit from the manuscript? Yes
Are there any issues to do with English and related subject knowledge in this context?
Is this research question explicit from the manuscript? Yes
What of the language issues involved? How important is the relationship between written and oral feedback? What actually happens to the written feedback after it has been given?
Is this research question explicit from the manuscript? Unknown
What is the relationship between formative, developmental aspects of such feedback, and its evaluative and authoritative role?
Is this research question explicit from the manuscript? Unknown
Centrally – how involved are the student teachers themselves, and
what are their thoughts and feelings?
Is this research question explicit from the manuscript? Unknown