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This book examines the intricacies of the discourse of post-observation feedback that student teachers receive following group teaching practice. In particular, the author explores confirmatory feedback as an instigator of student teacher learning, and examines the potential links between feedback and change. The book will be of specific interest to researchers, teacher educators and other professionals involved in feedback-giving settings. Nur Kurtoglu-Hooton is Lecturer in TESOL at Aston University, UK. She has experience of working on a range of research projects in the field of teacher education, with language teachers in the UK and overseas. Her research interests include post-observation feedback, teacher learning and teacher change.

Linguistics. --- Applied linguistics. --- Teaching. --- Assessment. --- Applied Linguistics. --- Teaching and Teacher Education. --- Assessment, Testing and Evaluation. --- Teachers --- Student teachers. --- Training of. --- Preservice teachers --- Teacher education --- Teacher training --- Teachers, Training of --- Educational tests and measuremen. --- Linguistics --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training