Title

Written artefacts in post-conference feedback sessions: the running commentary as a support for teacher learning

Source of Publication

Journal of Education for Teaching

Abstract

© 2015 Taylor & Francis. 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.

Document Type

Article

First Page

254

Last Page

266

Publication Date

5-27-2015

DOI

10.1080/02607476.2015.1041289

Author First name, Last name, Institution

Marion Engin, Zayed University

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