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Please use this identifier to cite or link to this item: https://hdl.handle.net/2445/214505
Affiliation and negative assessments in peer observation feedback for foreign language teachers professional development
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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.
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BATLLE RODRÍGUEZ, Jaume and SEEDHOUSE, Paul. Affiliation and negative assessments in peer observation feedback for foreign language teachers professional development. Applied Linguistics Review. 2020. Vol. 13, num. 6, pags. 1077-1101. ISSN 1868-6303. [consulted: 17 of June of 2026]. Available at: https://hdl.handle.net/2445/214505