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This volume focuses on the post-observation feedback conference, a
common feature of teacher education programs, and highlights the
importance of such talk in the development and evaluation of
teachers and other professionals. The book adopts a linguistic
ethnographic approach, which provides a framework for examining the
contextual nature of the talk and how it is embedded within wider
social contexts and structures, such as evaluation regimes. Drawing
on data from a range of settings, including pre-service teacher
education, medical education, and teacher appraisal programs,
Copland and Donaghue examine the feedback conference from a range
of perspectives, including face, identity and genre, and show how a
nuanced understanding of discussions can support teacher trainers,
supervisors and observers to provide appropriate and useful
feedback. A concluding chapter brings together brief vignettes from
researchers active in the field to point to future directions for
further study. This book will be of particular interest to students
and researchers in discourse analysis, language education,
linguistic anthropology, and professional communication, as well as
pre- and in-service teachers.
This volume focuses on the post-observation feedback conference, a
common feature of teacher education programs, and highlights the
importance of such talk in the development and evaluation of
teachers and other professionals. The book adopts a linguistic
ethnographic approach, which provides a framework for examining the
contextual nature of the talk and how it is embedded within wider
social contexts and structures, such as evaluation regimes. Drawing
on data from a range of settings, including pre-service teacher
education, medical education, and teacher appraisal programs,
Copland and Donaghue examine the feedback conference from a range
of perspectives, including face, identity and genre, and show how a
nuanced understanding of discussions can support teacher trainers,
supervisors and observers to provide appropriate and useful
feedback. A concluding chapter brings together brief vignettes from
researchers active in the field to point to future directions for
further study. This book will be of particular interest to students
and researchers in discourse analysis, language education,
linguistic anthropology, and professional communication, as well as
pre- and in-service teachers.
Effective language learning depends on effective instruction. In
order to investigate whether or not this is taking place, teachers'
classroom pedagogical practices, both in-service and pre-service,
are frequently monitored by means of observation and feedback.
However, research indicates that although this process has
potential value for teacher learning and development, there are
also a number of attendant problems and it is therefore important
that practitioners share their experience with others in the field
in order to expand the existing knowledge base. This volume
investigates participant experiences, looking beyond the materials
used and examining the way in which language teachers are evaluated
and supported throughout their careers. Particular attention is
given to the practices and frameworks involved, outlining key
approaches and discussing tools for investigation and
collaboration. The book highlights the importance of the use of
talk to foster reflection and teacher learning, the value of
learning from experienced others and the importance of giving voice
to all those involved in the process of development and evaluation.
Effective language learning depends on effective instruction. In
order to investigate whether or not this is taking place, teachers'
classroom pedagogical practices, both in-service and pre-service,
are frequently monitored by means of observation and feedback.
However, research indicates that although this process has
potential value for teacher learning and development, there are
also a number of attendant problems and it is therefore important
that practitioners share their experience with others in the field
in order to expand the existing knowledge base. This volume
investigates participant experiences, looking beyond the materials
used and examining the way in which language teachers are evaluated
and supported throughout their careers. Particular attention is
given to the practices and frameworks involved, outlining key
approaches and discussing tools for investigation and
collaboration. The book highlights the importance of the use of
talk to foster reflection and teacher learning, the value of
learning from experienced others and the importance of giving voice
to all those involved in the process of development and evaluation.
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