Written artefacts in post-conference feedback sessions: the running commentary as a support for teacher learning
Document Type
Article
Source of Publication
Journal of Education for Teaching
Publication Date
5-27-2015
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.
DOI Link
ISSN
Publisher
Routledge
Volume
41
Issue
3
First Page
254
Last Page
266
Disciplines
Education
Keywords
artefacts, post-observation feedback, pre-service teacher education, running commentary
Scopus ID
Recommended Citation
Engin, Marion, "Written artefacts in post-conference feedback sessions: the running commentary as a support for teacher learning" (2015). All Works. 4025.
https://zuscholars.zu.ac.ae/works/4025
Indexed in Scopus
yes
Open Access
yes
Open Access Type
Green: A manuscript of this publication is openly available in a repository