From 'plodder' to 'creative': Feedback in teacher education

ELT Journal

Volumn 70, Issue 1, 2016, Pages 39-47

  Kurtoglu Hooton, Nur ^a  

^a ASTON UNIVERSITY   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84960084839     PISSN: 09510893     EISSN: 14774526     Source Type: Journal    
DOI: 10.1093/elt/ccv050     Document Type: Article

References (10)

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2. Copland, F. (2010). 'Causes of tension on postobservation feedback in pre-service teacher training:an alternative view'. Teaching and Teacher Education 26/3: 466-72.
3. Egan, G. 2002. The Skilled Helper: A Problemmanagement and Opportunity-development Approach to Helping. Belmont, CA: Brooks/Cole.
4. Heron, J. 2001. Helping the Client: A Creative Practical Guide (fifth edition). London: Sage Publications Ltd.
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6. Kurtoglu-Hooton, N. 2008. 'The design of post observation feedback and its impact on student teachers' in S. Garton and K. Richards (eds.). Professional Encounters in TESOL: Discourses of Teachers in Teaching. Basingstoke: Palgrave Macmillan.
7. Kurtoglu-Hooton, N. 2010. 'Post-observation feedback as an instigator of learning and change: exploring the effect of feedback through student teachers' self-reports'. Unpublished PhD thesis, Aston University, UK.
8. Randall, M. and B. Thornton. 2001. Advising and Supporting Teachers. Cambridge: Cambridge University Press.
9. Stake, R. E. 1995. The Art of Case Study Research. Thousand Oaks, CA: Sage Publications.
10. Yballe, L. and D. O'Connor. (2000). 'Appreciative pedagogy: constructing positive models for learning'. Journal of Management Education 24/4: 474-83.