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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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cc by (c) Batlle Rodríguez, Jaume et al., 2020

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Articles publicats en revistes (Educació Lingüística, Científica i Matemàtica)

# metadata.dc.title[].value
Affiliation and negative assessments in peer observation feedback for foreign language teachers professional development