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ERIC Number: EJ949940
Record Type: Journal
Publication Date: 2011
Pages: 18
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-1366-4530
Feedback in Teacher Education: Mentor Discourse and Intern Perceptions
Le, Phuong Thi Anh; Vasquez, Camilla
Teacher Development, v15 n4 p453-470 2011
Giving and receiving feedback are essential activities in student teaching. This paper explores the strategies that mentors adopted in giving post-observation feedback to the interns in Teaching English to Speakers of Other Languages (TESOL) and these teaching interns' perceptions of the feedback they received. The discourse analysis of six post-observation meetings that involved six mentors and five MA student interns shows how the mentors engaged the interns in the interaction and made their feedback more acceptable to these teaching interns. The mentors' strategies include the questioning techniques, as well as patterns in the delivery of compliments, criticisms and suggestions. Analysis of the recorded mentors' feedback and follow-up interviews with the interns reveal that they appreciated many of the mentors' strategies in giving feedback. The paper concludes with conditions which seem to foster constructive post-observation interactions. (Contains 3 tables.)
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: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States