Written artefacts in post-conference feedback sessions: the running commentary as a support for teacher learning
Source of Publication
Journal of Education for Teaching
© 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.
artefacts, post-observation feedback, pre-service teacher education, running commentary
Engin, Marion, "Written artefacts in post-conference feedback sessions: the running commentary as a support for teacher learning" (2015). All Works. 4025.
Indexed in Scopus
Open Access Type
Green: A manuscript of this publication is openly available in a repository