EXPERIENCED TEACHERS AS SUPPORTERS IN CLASSROOM OBSERVATION AND FEEDBACK
Vol. 3 No. 6 Part 3 (2023): Евразийский журнал академических исследований 109-111
Abstract
This article discusses the role of peer coaching as one of the most valuable aspects of investigation. There are various observation and feedback conceptions introduced by several scientists. These correctly proposed observation techniques provide a path for educationalists for growing professionally.
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References
Beatrice-GeorgetaIlies “Classroom Observation in Teacher Training and Development in Romania” p 1-15, 2010
International Journal of Teaching and Learning in Higher Education, Simon Lygo-Baker and Styliannos Hatzipanagos, UK, 2006 Volume 17, Number 2, 97-105;
“Teaching by principles” An interactive approach to language pedagogy, p 429, 2nd edition; H, Douglas Brown, 2000
The Power of Feedback - Summary of the work by Hattie and Timperley, p 1-6 06-10-2012;
Post-observation feedback as an instigator of learning and change: Exploring the effect of feedback through student teachers’ self-reports; NurKurtoglu-Hooton Doctor of Philosophy, p23-26, 42-45, 54,57,58, 203, 2010;
Assessment: Feedback to promote student learning by Dorothy Spiller, 2009, p 8-10;
Hattie, J and Timperley, H. (2007) “The power of the feedback”. Review of Educational Research, 77, 81-112
Michael J. Wallace “Action Research for Language Teachers”, Cambridge Teacher Training and Development, p105-107
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