This article discusses the case study of four student teachers, examining the ways
in which a particular kind of feedback—namely, confirmatory feedback—can
act as a catalyst for some of the learning and potential change student teachers
in a teaching practice group may experience on an initial teacher education
programme. It illustrates how one piece of confirmatory feedback given to
the student teacher, Jake, during post-observation feedback sessions has been
influential not just for him but also for his peers. The article shows how this
kind of feedback can be particularly effective when it is specific and detailed. It
also exemplifies confirmatory feedback and considers the implications of such
feedback for the field of teacher education.

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Perpustakaan FITK Pusat

Tersedia

• From ‘Plodder’ to ‘Creative’: feedback in teacher education

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