© The Author 2008. Published by Oxford University Press; all rights reserved.
Integrating feedback and reflection in teacher preparation
Caroline Brandt has a PhD in TESOL and is an Assistant Professor in the Petroleum Institute in Abu Dhabi, United Arab Emirates, where she teaches academic language and research skills to undergraduates. She has 23 years of experience in ELT in diverse institutions in seven countries. She has worked in various capacities including lecturer, curriculum advisor, centre manager, and teacher trainer. Caroline has several publications in the area of TESOL teacher education and development, including a book aimed at supporting TESOL certificate course participants: Success on your Certificate Course in English Language Teaching: a guide to becoming a teacher in ELT/TESOL, published by SAGE publications, 2006
Email: cbrandt{at}pi.ac.ae
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Abstract |
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This paper examines tutor and peer post-teaching practice feedback in the context of short intensive TESOL certificate courses. Outcomes of recent research into such courses suggested that feedback was a contentious and problematic component.
The outcomes were considered in the context of the syllabus, and in the light of recent research into adult learning, reflection, and what is considered ‘good practice’ in feedback. Drawing upon insights from these areas, a new approach to the post-teaching practice meeting is proposed in which feedback alone is considered insufficient. Instead, feedback and reflection are integrated in the form of reflective conversations with a number of features including the assigning of greater prominence to reflection, and to the presence of a facilitator and language learners. It is suggested that such features would address several of the problems identified in the research by providing a more trainee-centred forum in which feedback is balanced by reflective practice.