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

Engin, Marion (2015) Written artefacts in post-conference feedback sessions: the running commentary as a support for teacher learning Journal of Education for Teaching, 41 (3). pp. 254-266.

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Abstract

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.

Item Type: Article
Divisions : Department of Higher Education
Authors :
NameEmailORCID
Engin, Marionm.heron@surrey.ac.ukUNSPECIFIED
Date : 2015
Identification Number : 10.1080/02607476.2015.1041289
Copyright Disclaimer : This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Education for Teaching in 2015, available online: http://www.tandfonline.com/10.1080/02607476.2015.1041289
Uncontrolled Keywords : pre-service teacher education; artefacts; running commentary; post-observation feedback
Depositing User : Melanie Hughes
Date Deposited : 15 Dec 2017 12:33
Last Modified : 24 Jan 2018 12:51
URI: http://epubs.surrey.ac.uk/id/eprint/845303

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