Difference between revisions of "Batlle2022"
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{{BibEntry | {{BibEntry | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
| − | |Author(s)=Batlle | + | |Author(s)=Batlle, Jaume; Paul Seedhouse; |
|Title=Affiliation and negative assessments in peer observation feedback for foreign language teachers professional development | |Title=Affiliation and negative assessments in peer observation feedback for foreign language teachers professional development | ||
|Tag(s)=EMCA; In Press; Affiliation; Foreign language; teacher development; Assessment; peer observation | |Tag(s)=EMCA; In Press; Affiliation; Foreign language; teacher development; Assessment; peer observation | ||
Revision as of 02:36, 12 February 2021
| Batlle2022 | |
|---|---|
| BibType | ARTICLE |
| Key | Batlle2020 |
| Author(s) | Batlle, Jaume, Paul Seedhouse |
| Title | Affiliation and negative assessments in peer observation feedback for foreign language teachers professional development |
| Editor(s) | |
| Tag(s) | EMCA, In Press, Affiliation, Foreign language, teacher development, Assessment, peer observation |
| Publisher | |
| Year | 2020 |
| Language | English |
| City | |
| Month | |
| Journal | Applied Linguistics Review |
| Volume | |
| Number | |
| Pages | |
| URL | Link |
| DOI | 10.1515/applirev-2020-0001 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
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Abstract
The growing use of peer observation in teacher professional development has created an interest in understanding how it is carried out and what the benefits are. Post-observation feedback is a crucial component of peer observation practices. This study seeks to contribute to a better understanding of peer observation feedback in foreign language teacher’s professional development. Adopting a conversation analysis perspective, we aim to establish how the interactional infrastructure is developed between observers and observees after a negative assessment during peer observation feedback. The results show that, when the observer is assessing a specific teaching action negatively and the observee expresses alignment with the observer’s position, the observer adopts an affiliative stance through the use of his/her epistemic expertise in two ways: either putting his/her self in the shoes of the observee or, in other cases, expressing the affiliative stance by appealing to the epistemic community to which they both belong.
Notes
