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Language Awareness Volume 16, 2007 - Issue 3
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Research articles

Transforming Practice: Changing Patterns of Participation in Post-observation Meetings

Camilla Vásquez Department of World Languages, University of South Florida, Tampa, USA
&
Randi Reppen English Department, Northern Arizona University, Flagstaff, USA
Pages 153-172 | Published online: 05 Jan 2009

Citations (16)

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Read on this site (6)

Marion Heron, Helen Donaghue & Kieran Balloo. (2023) Observational feedback literacy: designing post observation feedback for learning. Teaching in Higher Education 0:0, pages 1-14.
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Helen Donaghue. (2020) ‘Time to construct positive identities’: display questions in post observation teacher feedback. Classroom Discourse 11:3, pages 193-208.
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Chin-Wen Chien. (2019) Integration of technical vocabulary into peer observation of teaching for Taiwanese elementary school English teachers’ professional learning. Education 3-13 47:2, pages 176-190.
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Laura Baecher & Bede McCormack. (2015) The impact of video review on supervisory conferencing. Language and Education 29:2, pages 153-173.
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Phuong Thi Anh Le & Camilla Vásquez. (2011) Feedback in teacher education: mentor discourse and intern perceptions. Teacher Development 15:4, pages 453-470.
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Elaine Vaughan. (2007) ‘I think we should just accept … our horrible lowly status’: Analysing Teacher–Teacher Talk Within the Context of Community of Practice. Language Awareness 16:3, pages 173-189.
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Articles from other publishers (10)

Pınar Turan & Nur Yiğitoğlu Aptoula. (2023) Between teacher candidates’ reflection and teacher educators’ evaluation: Fluctuations in epistemic (a)symmetry in feedback conversations. The Modern Language Journal.
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Younhee Kim & Rita Elaine Silver. 2021. Classroom-based Conversation Analytic Research. Classroom-based Conversation Analytic Research 303 328 .
Samrand Amini & Javad Gholami. (2018) Professional Development of EFL Teachers through Rotatory Peer Supervision. Journal of Teacher Education for Sustainability 20:2, pages 101-117.
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Hansun Zhang Waring. (2017) Going general as a resource for doing advising in post-observation conferences in teacher training. Journal of Pragmatics 110, pages 20-33.
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S. Louw, R. Watson Todd & P. Jimarkon. (2014) Teacher Trainers' Beliefs About Feedback on Teaching Practice: Negotiating the Tensions Between Authoritativeness and Dialogic Space. Applied Linguistics.
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Sayyed Rashid Shah & Khalid Al Harthi. (2014) TESOL Classroom Observations: A Boon or a Bane? An Exploratory Study at a Saudi Arabian University. Theory and Practice in Language Studies 4:8.
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Hansun Zhang Waring. (2013) Two Mentor Practices that Generate Teacher Reflection without Explicit Solicitations: Some Preliminary Considerations. RELC Journal 44:1, pages 103-119.
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Yuly Asención Delaney. (2012) Research on Mentoring Language Teachers: Its Role in Language Education. Foreign Language Annals 45:s1.
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F. Copland. (2011) Legitimate Talk in Feedback Conferences. Applied Linguistics 33:1, pages 1-20.
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Michael McCarthy. (2008) Accessing and interpreting corpus information in the teacher education context. Language Teaching 41:4, pages 563-574.
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