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http://hdl.handle.net/2445/214505
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DC Field | Value | Language |
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dc.contributor.author | Batlle Rodríguez, Jaume | - |
dc.contributor.author | Seedhouse, Paul | - |
dc.date.accessioned | 2024-07-10T14:57:42Z | - |
dc.date.available | 2024-07-10T14:57:42Z | - |
dc.date.issued | 2020-07-13 | - |
dc.identifier.issn | 1868-6303 | - |
dc.identifier.uri | http://hdl.handle.net/2445/214505 | - |
dc.description.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. | - |
dc.format.extent | 25 p. | - |
dc.format.mimetype | application/pdf | - |
dc.language.iso | eng | - |
dc.publisher | De Gruyter Mouton | - |
dc.relation.isformatof | Reproducció del document publicat a: https://doi.org/10.1515/applirev-2020-0001 | - |
dc.relation.ispartof | Applied Linguistics Review, 2020, vol. 13, num.6, p. 1077-1101 | - |
dc.relation.uri | https://doi.org/10.1515/applirev-2020-0001 | - |
dc.rights | cc by (c) Batlle Rodríguez, Jaume et al., 2020 | - |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | - |
dc.source | Articles publicats en revistes (Educació Lingüística i Literària i de Didàctica de les Ciències Experimentals i de la Matemàtica) | - |
dc.subject.classification | Desenvolupament professional | - |
dc.subject.classification | Ensenyament de llengües estrangeres | - |
dc.subject.other | Career development | - |
dc.subject.other | Foreign language teaching | - |
dc.title | Affiliation and negative assessments in peer observation feedback for foreign language teachers professional development | - |
dc.type | info:eu-repo/semantics/article | - |
dc.type | info:eu-repo/semantics/publishedVersion | - |
dc.identifier.idgrec | 702713 | - |
dc.date.updated | 2024-07-10T14:57:47Z | - |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | - |
Appears in Collections: | Articles publicats en revistes (Educació Lingüística i Literària i de Didàctica de les Ciències Experimentals i de la Matemàtica) |
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230417.pdf | 610.48 kB | Adobe PDF | View/Open |
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