Titlebook: Confirmatory Feedback in Teacher Education; An Instigator of Stu Nur Kurtoglu-Hooton Book 2016 The Editor(s) (if applicable) and The Author

导弹

书目名称Confirmatory Feedback in Teacher Education影响因子(影响力)




书目名称Confirmatory Feedback in Teacher Education影响因子(影响力)学科排名




书目名称Confirmatory Feedback in Teacher Education网络公开度




书目名称Confirmatory Feedback in Teacher Education网络公开度学科排名




书目名称Confirmatory Feedback in Teacher Education被引频次




书目名称Confirmatory Feedback in Teacher Education被引频次学科排名




书目名称Confirmatory Feedback in Teacher Education年度引用




书目名称Confirmatory Feedback in Teacher Education年度引用学科排名




书目名称Confirmatory Feedback in Teacher Education读者反馈




书目名称Confirmatory Feedback in Teacher Education读者反馈学科排名

娴熟

d development.Focuses on different kinds of feedback (correcThis book examines the intricacies of the discourse of post-observation feedback that student teachers receive following group teaching practice. In particular, the author explores confirmatory feedback as an instigator of student teacher l

DOSE

Book 2016articular, the author explores confirmatory feedback as an instigator of student teacher learning, and examines the potential links between feedback and change. The book will be of specific interest to researchers, teacher educators and other professionals involved in feedback-giving settings.

反应

earning, and examines the potential links between feedback and change. The book will be of specific interest to researchers, teacher educators and other professionals involved in feedback-giving settings.978-1-137-52439-3

多嘴

Transformations in EU Gender EqualityThis chapter gives an account of the multi-case study research that was used. It provides the rationale for the choice of case studies and sub-cases and presents the sources of the feedback data.

Pageant

Transformations in EU Gender EqualityThis chapter presents the first part of the framework that was used in analysing the data. It explains the stages of categorisation and the coding of the data, and provides the rationale for data reduction.

Pageant

https://doi.org/10.1057/9781137287311This chapter presents the second part of the data analysis framework and focuses on the final stages of the coding and categorisation process. It exemplifies all the sub-categories that initially emerged in the study and discusses, with further exemplification, three sub-categories of confirmatory feedback that were used in the study.

Venules

Admire

https://doi.org/10.1057/9781137287311This chapter discusses the concept of change. It draws together findings from learning from feedback as reported by the student teachers. The term “divergent change” is proposed and exemplified. The discussion focuses on confirmatory feedback as an instigator of divergent change.

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