NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1087280
Record Type: Journal
Publication Date: 2016-Jan
Pages: 9
Abstractor: As Provided
ISSN: ISSN-0951-0893
From "Plodder" to "Creative": Feedback in Teacher Education
Kurtoglu-Hooton, Nur
ELT Journal, v70 n1 p39-47 Jan 2016
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.
Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A