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). These may be useful in your role as a mentor in order to shape or guide discussion with pre-service teachers about the nature of their classroom experiences or to offer practical advice if you are asked to observe their practices.

 

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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