'Time to Construct Positive Identities': Display Questions in Post Observation Teacher Feedback

Autor/in	Donaghue, Helen
Titel	'Time to Construct Positive Identities': Display Questions in Post Observation Teacher Feedback
Quelle	In: Classroom Discourse, 11 (2020) 3, S.193-208 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Donaghue, Helen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-3014
DOI	10.1080/19463014.2019.1581626
Schlagwörter	Feedback (Response); Language Teachers; Second Language Learning; Second Language Instruction; English (Second Language); Professional Identity; Ethnography; Teacher Supervision; Supervisor Supervisee Relationship; Teacher Evaluation; Interaction Process Analysis; Reflective Teaching; Semitic Languages; Meetings; Higher Education; Foreign Countries; Observation; Lesson Plans; United Arab Emirates + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ethnografie; Teacher appraisal; Lehrerbeurteilung; Prozessanalyse; Arabisch; Hebräisch; Meeting; Tagung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Beobachtung; Lesson planning; Unterrichtsplanung; Vereinigte Arabische Emirate
Abstract	This article focuses on the use of display questions to construct positive identities in post observation feedback talk between in-service English language teachers and a supervisor. Using a linguistic ethnographic framework, microanalysis of dyadic feedback interaction is supplemented with ethnographic data gathered from participant perspective interviews and researcher knowledge of the research site and participants. Results show that display questions give feedback participants the opportunity to voice their knowledge and expertise thereby enabling them to claim positive identities. Display questions are also used by the supervisor to claim a practising teacher identity in order to reassure teachers of his worth as an observer and leader. Display questions help the supervisor perform a manager identity as they allow him to control the topic and evaluate teachers. While some teachers verify this identity by complying and providing the required answer, one teacher resists, replying reluctantly and with irritation, thereby contesting the supervisor's manager identity. This shows that identities are fluid, contestable, and discursively accomplished in situated feedback talk. Two practical implications are discussed: (1) the need for further research into feedback with in-service teachers (2) the suggestion that supervisors examine extracts from feedback to help them become more reflective and critical practitioners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01