Confirmatory feedback in teacher education : an instigator of student teacher learning
- Submitting institution
-
Aston University
- Unit of assessment
- 26 - Modern Languages and Linguistics
- Output identifier
- 23149395
- Type
- A - Authored book
- DOI
-
10.1057/978-1-137-52439-3
- Publisher
- Palgrave Macmillan
- ISBN
- 978-1-137-52438-6
- Open access status
- -
- Month of publication
- August
- Year of publication
- 2016
- URL
-
-
- Supplementary information
-
-
- Request cross-referral to
- -
- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
- -
- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- Yes
- Number of additional authors
-
0
- Research group(s)
-
A - Applied Linguistics, Sociolinguistics and Translation Studies
- Proposed double-weighted
- Yes
- Double-weighted statement
- This book is based on research undertaken as principal investigator on a 2-year project (2014-2016) funded by the British Council’s English Language Teaching Research Partnership Award (2014). The project used situated social perspective of learning and appreciative pedagogy (both of which informed the original research) to frame an international action research project to investigate English language teachers’ experiences of conducting action research on the use of ICT and new technology in the ELT classroom. The concept of ‘divergent change’, outlined and developed in the original study has wider applications to all contexts that involve human interaction and communication.
- Reserve for an output with double weighting
- No
- Additional information
- -
- Author contribution statement
- -
- Non-English
- No
- English abstract
- -