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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.

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