Assessing for learning to teach EFL: Dialogic feedback

Dr Malba Barahona

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These protocols have been designed for mentors/tutors/supervisors to assist preservice teachers reflect upon their teaching practice. These protocols have a practical focus, being designed for use in post-observation sessions (either for individual or group sessions).

 

They were formulated as part of the research project (CONICYT/PAI 82140007) Improving Collaboration between schools and universities to support preservice teachers´ learning more effectively.

 

The protocols were designed based on a sociocultural perspective of learning and drawing on principles from dialogic teaching (Alexander, 2006)

• Collective: addressing learning tasks jointly;

• Reciprocal: in which participants listen to each other, share ideas and consider alternative viewpoints;

• Supportive: articulating ideas freely, without fear of embarrassment, or judgement; and helping each other to reach common understandings;

• Cumulative: building together on ideas into coherent lines of thinking and enquiry;

• Purposeful: aimed at productive learning.  

 

(adapted from Alexander, 2006: 26-7)

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 If you want to try these protocols, I´d appreciate if you could record (write, audio/video) your comments on how this protocol mediated preservice teachers´ reflection and development.

 

Protocol 1

 

 

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Protocol 2

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References

 

Alexander, R.J. (2006) Education as Dialogue: moral and pedagogical choices for a runaway world, Hong Kong Institute of Education / Dialogos.

 

Daniels, H. and Edwards, A. [2012]. Leading for learning: how the intelligent

            leader builds capacity. Nottingham. National College for School Leadership and

 

Stopp, P. 2008. “From ‘Feedback’ to ‘Dialogic Review’: An Approach to Appropriate Matching of Mentoring and Coaching Feedback.” Paper presented at the British Educational Research Association Annual Conference, Heriot-Watt University, Edinburgh.

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