Observer, observed and observations: Initial Teacher Education English tutors’ feedback on lessons taught by student teachers of English

Stevens, David; Lowing, Karen

Abstract

We reflect here on research into the process of giving and receiving lesson-observational feedback for student teachers. Key questions and areas are: How effective is post-lesson observation feedback in developing student teachers’ understanding of their own teaching? Are there any issues to do with English subject knowledge? What of the language issues involved? What is the relationship between formative and evaluative aspects of such feedback? How involved are the student teachers themselves, and what are their thoughts and feelings?. © 2008 The Authors. Journal compilation.

Citation

Stevens, D., & Lowing, K. (2018). Observer, observed and observations: Initial Teacher Education English tutors’ feedback on lessons taught by student teachers of English. English in Education, 42(2), 182-198. https://doi.org/10.1111/j.1754-8845.2008.00015.x

• Journal Article Type: Article
• Online Publication Date: Feb 27, 2018
• Publication Date: 2018-02
• Deposit Date: Jan 20, 2023
• Journal: English in Education
• Print ISSN: 0425-0494
• Electronic ISSN: 1754-8845
• Publisher: Wiley
• Peer Reviewed: Peer Reviewed
• Volume: 42
• Issue: 2
• Pages: 182-198
• DOI: https://doi.org/10.1111/j.1754-8845.2008.00015.x
• Keywords: Initial teacher education; English subject knowledge; Lesson observation and feedback; Professional development issues; Universities’ roles in ITE
• Public URL: https://hull-repository.worktribe.com/output/4174440