Post-observation feedback in the practicum: dialogue dynamics influencing the development of teacher reflection
DOI:
https://doi.org/10.47553/rifop.v39i3.117908Abstract
Teacher reflection is fundamental for continuous professional development, especially in short-term training programmes. This qualitative-interpretative study analyses post-observation feedback interactions between tutors and pre-service teachers in an alternative certification programme in Chile. Through content analysis of 15 exemplary sessions, the dialogue and the type of questions that promote generative reflection (ReGe) were characterised. The results show a directive feedback model, where the trainer dominates the conversation and the student's responses are predominantly reaffirming. It was found that the tutors' "specialised knowledge" is based more on experience than on academic theory. The questions asked tend to be rhetorical, which limits the student's active participation and the development of their evaluative judgment. The study concludes that these dynamics reduce the potential of sustainable feedback and the promotion of evaluative judgment, which raises questions about the ability of training to foster professional autonomy in future teachers. This is even more important in short-term programmes that should focus on equipping teachers with tools for autonomous professional development.
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