Difference between revisions of "Batlle2022"
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|Author(s)=Jaume Batlle; Paul Seedhouse; | |Author(s)=Jaume Batlle; Paul Seedhouse; | ||
|Title=Affiliation and negative assessments in peer observation feedback for foreign language teachers professional development | |Title=Affiliation and negative assessments in peer observation feedback for foreign language teachers professional development | ||
| − | |Tag(s)=EMCA | + | |Tag(s)=EMCA; Affiliation; Foreign language; teacher development; Assessment; peer observation |
| − | |Key= | + | |Key=Batlle2022 |
| − | |Year= | + | |Year=2022 |
|Language=English | |Language=English | ||
|Journal=Applied Linguistics Review | |Journal=Applied Linguistics Review | ||
| + | |Volume=13 | ||
| + | |Number=6 | ||
| + | |Pages=1077–1101 | ||
|URL=https://www.degruyter.com/view/journals/alr/ahead-of-print/article-10.1515-applirev-2020-0001/article-10.1515-applirev-2020-0001.xml | |URL=https://www.degruyter.com/view/journals/alr/ahead-of-print/article-10.1515-applirev-2020-0001/article-10.1515-applirev-2020-0001.xml | ||
|DOI=10.1515/applirev-2020-0001 | |DOI=10.1515/applirev-2020-0001 | ||
|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. | |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. | ||
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Latest revision as of 07:44, 20 November 2022
| Batlle2022 | |
|---|---|
| BibType | ARTICLE |
| Key | Batlle2022 |
| Author(s) | Jaume Batlle, Paul Seedhouse |
| Title | Affiliation and negative assessments in peer observation feedback for foreign language teachers professional development |
| Editor(s) | |
| Tag(s) | EMCA, Affiliation, Foreign language, teacher development, Assessment, peer observation |
| Publisher | |
| Year | 2022 |
| Language | English |
| City | |
| Month | |
| Journal | Applied Linguistics Review |
| Volume | 13 |
| Number | 6 |
| Pages | 1077–1101 |
| URL | Link |
| DOI | 10.1515/applirev-2020-0001 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
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
