A small scale study of possible (mis-) matches between pre-service english language teachers' perceptions of school-based tutors' feedback and the structure of the feedback
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Archivos
Fecha
2013
Autores
Profesor/a Guía
Facultad/escuela
Idioma
es
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
The aim of this study is to explore English language Pre-Service Teacher
(PST) perceptions about feedback provided by school-based tutors during a
practicum course in the context of an English teacher initial education programme, in
Chile. The participants in this study are three English language pre-service teachers
taking their second and final practicum course. The data collection methods used
comprise (i) analysis of post lesson observation conference between the pre-service
English language teachers and the school tutors; and (ii) individual structured
interviews with pre-service English language teachers. The results were analysed
under five pre-established categories of analysis that intend to ultimately respond the
research questions of the study and which are: (i) the existence of identification of
strengths and weaknesses (ii) aspects of the lesson referred to (iii) promotion of preservice
teacher opinions (iv) expressions of sympathy (v) suggestions and
recommendations. The results show that there are high levels of congruence
between pre-service teacher's perceptions of the feedback and the structure of the
feedback. However, sorne mismatches were identified which relate to the
identification of weaknesses in PSTs' classroom teaching, the degree of PSTs' active
participation within the feedback conference and in the expressions of sympathy
provided by the Schooi-Based Tutors.
Notas
Tesis (Magíster en la Enseñanza del Inglés como Lengua Extranjera)
Palabras clave
Relaciones Profesor-Alumno, Comunicación en la Educación, Análisis del Proceso de Interacción en Educación, Chile