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ERIC Number: EJ1064339
Record Type: Journal
Publication Date: 2015
Pages: 13
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-0260-7476
Written Artefacts in Post-Conference Feedback Sessions: The Running Commentary as a Support for Teacher Learning
Engin, Marion
Journal of Education for Teaching: International Research and Pedagogy, v41 n3 p254-266 2015
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey