|Appears in Collections:||Faculty of Social Sciences Book Chapters and Sections|
|Title:||Post observation feedback|
|Citation:||Copland F & Donaghue H (2019) Post observation feedback. In: Walsh S & Mann S (eds.) The Routledge Handbook of English Language Teacher Education. Routledge Handbooks in Applied Linguistics. Abingdon: Routledge, pp. 402-416. https://www.routledge.com/The-Routledge-Handbook-of-English-Language-Teacher-Education-1st-Edition/Walsh-Mann/p/book/9781138961371?gclid=Cj0KCQjwl8XtBRDAARIsAKfwtxB2OmEC2RUGN1_39nABziTh6oh2UFgtL11q3wSh-NkAgmvOBUJjQWYaAn_iEALw_wcB|
|Series/Report no.:||Routledge Handbooks in Applied Linguistics|
|Abstract:||First paragraph: As chapters in this volume describe, teachers learn how to teach in different ways. In formal teacher education courses, there is often a practicum of some kind in which teachers in training (‘trainees’) practise their skills, either with peers (often called microteaching) or with real students (often called teaching practice). In these contexts, a teacher educator (‘trainer’) will normally be present and he/she will observe and afterwards will discuss the lesson with the supervisee. This discussion is called ‘post observation feedback’ or ‘post observation conference’ in the literature and, as we will show in this chapter, it can be both a useful and painful experience.|
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