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

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Data Analysis: The Macro-picture,This 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.

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Data Analysis: The Micro-picture,This 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.

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Confirmatory Feedback and the Facilitation of Divergent Change,This 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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Further Reflections on Change,This chapter explores the potential link between corrective feedback and convergent change, and confirmatory feedback and divergent change, using further sub-cases, which may be considered as examples of deviant cases from the study.

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The Research Findings and Some Reflections,This chapter summarises the research findings. The author then shares some reflections on her teacher education practice with a specific focus on leading a post-observation feedback session. The chapter ends with some reflections on the research experience itself.