USING CORPUS LINGUISTICS TO ANALYSE POST LESSON OBSERVATION FEEDBACK
DOREEN SPITERI
Abstract:
The journey of the student teacher from the start of their Initial Teacher Education (ITE) pre-service programme to the end has been widely studied. Equally important is the journey of the teacher educator whose role in the learning experience of the student teacher is often a critical one as the teacher educator brings knowledge and experience to the learning relationship. This learning relationship is often mediated through language, one instance of which is the written feedback student teachers receive on their teaching practicum in the post lesson observation stage. This study explores the types of feedback given and the linguistic choices made by a teacher educator over a span of ten years in the context of pre-service teacher education based in an institution of higher education. A systematic, quantitative analysis was possible using a lexical analysis program supported by a qualitative analysis of the data.
Keywords:
teacher education, observation, teaching practice, teacher educator, corpus, analysis, linguistic, qualitative, quantitative, student teachers.
DOI: 10.52950/TE.2017.5.1.006
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APA citation:
DOREEN SPITERI (2017). Using corpus linguistics to analyse post lesson observation feedback. International Journal of Teaching and Education, Vol. V(1), pp. 67-84. , DOI: 10.52950/TE.2017.5.1.006
Data:
Received: 1 Feb 2017
Revised: 18 Mar 2017
Accepted: 6 Apr 2017
Published: 20 Apr 2017
Copyright © 2017, Doreen Spiteri et al, doreen.sptieri@um.edumt