Kirjahaku

In this book, Farr examines the spoken and written language of post-observation teaching-practice feedback on teacher education programs. To do so, she draws upon theories from discourse analysis, conversation analysis, and pragmatics to frame the analysis of feedback meetings and written tutor reports, which are then examined using comparative quantitative and qualitative corpus-based techniques. The overall aim is to determine the defining characteristics of this genre, focusing especially on pragmatic factors, with the ultimate goal of investigating the salient aspects responsible for making feedback both effective and affective. Farr's research draws upon a spoken corpus of feedback interactions and a written corpus of tutor reports from language teacher education and is also strongly informed by data in the form of diary reflections and questionnaire responses from student teachers and questionnaire responses from the relevant tutors.

Do you want to improve your teaching practice and get the most out of student feedback? This textbook prepares TESOL teachers for the practical component of their programme. It covers both the theory of reflective practice and practical techniques and explains the cycle of observation, planning and materials, teaching, feedback, and action. By raising your awareness of this teaching practice cycle and you will learn the practical ways in which these activities can improve your teaching performance. It includes activities which focus on your own knowledge and experiences. It provides a selection of further reading. It uses real data, including classroom interaction and feedback discourse, from a range of different cultural contexts. It explains on going professional development and practice based and action research.

Do you want to improve your teaching practice? Do you need to know more about getting the most out of student feedback? This textbook covers all topics in preparing TESOL teachers for the practical component of their programme. Covering both the theory of reflective practice and practical techniques, this book explains the cycle of observation, planning and materials, teaching, feedback, and action. By encouraging this teaching practice cycle and raising your awareness, you will learn the practical ways in which these activities can improve your teaching performance. Activities which focus on your own knowledge and experiences are included in each chapter, alongside a selection of further reading. The real data used, including classroom interaction and feedback discourse, come from a range of different cultural contexts. On-going professional development and practice-based and action research are also explained.

In this book, Farr examines the spoken and written language of post-observation teaching-practice feedback on teacher education programs. To do so, she draws upon theories from discourse analysis, conversation analysis, and pragmatics to frame the analysis of feedback meetings and written tutor reports, which are then examined using comparative quantitative and qualitative corpus-based techniques. The overall aim is to determine the defining characteristics of this genre, focusing especially on pragmatic factors, with the ultimate goal of investigating the salient aspects responsible for making feedback both effective and affective. Farr's research draws upon a spoken corpus of feedback interactions and a written corpus of tutor reports from language teacher education and is also strongly informed by data in the form of diary reflections and questionnaire responses from student teachers and questionnaire responses from the relevant tutors.