Mentoring Practice: Teacher development through scaffolding (Randall &Thornton, 2003b), collaboration (Fanselow , 1988; Richards & Lockhart, 1992; Sheal, 1989) and reflection (Farrell, 2013).
Individual Differences and Fedback Styles
(adapted from Randall & Thornton, 2001: 135)
Responses to feedback may be influenced by the learning style of the teacher receiving it.
References
Bowers, R. (1987). Developing perceptions of the classroom: Observation and evaluation, training and
counselling. Language teacher education: An integrated programme for ELT teacher training, 138.
Chamberlin, C. R. (2000). TESL Degree Candidates' Perceptions of Trust in Supervisors. TESOL Quarterly, 34:
653–673.
Copland, F. (2011). Negotiating face in feedback conferences: A linguistic ethnographic analysis. Journal of
Pragmatics, 43, 3832–3843.
Fanselow, J. F. (1988). “Let's see”: Contrasting conversations about teaching. Tesol Quarterly, 22(1), 113-130.
Gebhard, J. G. (1984). Models of supervision: Choices. Tesol Quarterly, 18(3), 501–514.
Pennycook, A. (2004). Critical moments in a TESOL praxicum. In B. Norton & K. Toohey (Eds.), Critical
pedagogies and language learning (pp. 327-345). New York: Cambridge University Press.
Richards, J., & Lockhart, C. (1992). Teacher development through peer observation. Tesol Journal, 1(2), 7–10.
Randall, M., & Thornton, B. (2001). Advising and Supporting Teachers. Cambridge University Press.
Zepeda, S. J., & Ponticell, J. A. (1998). At cross-purposes: what do teachers need, want, and get from
supervision? Journal of Curriculum and Supervision, 14(1), 68–87.