Batlle2022
| Batlle2022 | |
|---|---|
| BibType | ARTICLE |
| Key | Batlle2020 |
| Author(s) | Jaume Batlle Rodríguez, Paul Seedhouse |
| Title | Affiliation and negative assessments in peer observation feedback for foreign language teachers professional development |
| Editor(s) | |
| Tag(s) | EMCA, In Press |
| Publisher | |
| Year | 2020 |
| Language | English |
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| Month | |
| Journal | Applied Linguistics Review |
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| Pages | |
| URL | Link |
| DOI | 10.1515/applirev-2020-0001 |
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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
