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

導(dǎo)彈

書(shū)目名稱(chēng)Confirmatory Feedback in Teacher Education影響因子(影響力)




書(shū)目名稱(chēng)Confirmatory Feedback in Teacher Education影響因子(影響力)學(xué)科排名




書(shū)目名稱(chēng)Confirmatory Feedback in Teacher Education網(wǎng)絡(luò)公開(kāi)度




書(shū)目名稱(chēng)Confirmatory Feedback in Teacher Education網(wǎng)絡(luò)公開(kāi)度學(xué)科排名




書(shū)目名稱(chēng)Confirmatory Feedback in Teacher Education被引頻次




書(shū)目名稱(chēng)Confirmatory Feedback in Teacher Education被引頻次學(xué)科排名




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書(shū)目名稱(chēng)Confirmatory Feedback in Teacher Education讀者反饋




書(shū)目名稱(chēng)Confirmatory Feedback in Teacher Education讀者反饋學(xué)科排名

嫻熟

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.

反應(yīng)

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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