Batlle Rodríguez, JaumeSeedhouse, Paul2024-07-102024-07-102020-07-131868-6303https://hdl.handle.net/2445/214505The 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.25 p.application/pdfengcc by (c) Batlle Rodríguez, Jaume et al., 2020https://creativecommons.org/licenses/by/4.0/Desenvolupament professionalEnsenyament de llengües estrangeresCareer developmentForeign language teachinginfo:eu-repo/semantics/article7027132024-07-10info:eu-repo/semantics/openAccess