Observational Feedback Literacy: Designing Post Observation Feedback for Learning
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| Title: | Observational Feedback Literacy: Designing Post Observation Feedback for Learning |
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| Language: | English |
| Authors: | Marion Heron (ORCID |
| Source: | Teaching in Higher Education. 2024 29(8):2061-2074. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Feedback (Response), Classroom Observation Techniques, Teacher Evaluation, Multiple Literacies, Lesson Observation Criteria, Interrater Reliability, Evaluation Methods, Applied Linguistics, Language Teachers, Teacher Education, Higher Education, Faculty, Quality Assurance, Intellectual Disciplines |
| DOI: | 10.1080/13562517.2023.2191786 |
| ISSN: | 1356-2517 1470-1294 |
| Abstract: | The aim of teaching observations and post observation feedback in higher education is to support teachers to reflect on and improve their teaching. Yet, our understanding of tutors' (observers') and teachers' (observees') capacities for capitalising on these feedback opportunities is limited and there is little empirically derived advice for either the observer or the observee on the post observation feedback processes. We argue for the need to conceptualise and operationalise observational feedback literacy as a particular type of feedback literacy which is played out in both the design of the post observation feedback session, and in the moment-by-moment feedback talk. Drawing on the concept of student and teacher feedback literacies, this paper offers a framework of observational feedback literacy which identifies how observers and observees act in feedback literate ways. The framework foregrounds observer feedback literacy and recognises the importance of providing opportunities for observees to enact feedback. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1452682 |
| Database: | ERIC |
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| Abstract: | The aim of teaching observations and post observation feedback in higher education is to support teachers to reflect on and improve their teaching. Yet, our understanding of tutors' (observers') and teachers' (observees') capacities for capitalising on these feedback opportunities is limited and there is little empirically derived advice for either the observer or the observee on the post observation feedback processes. We argue for the need to conceptualise and operationalise observational feedback literacy as a particular type of feedback literacy which is played out in both the design of the post observation feedback session, and in the moment-by-moment feedback talk. Drawing on the concept of student and teacher feedback literacies, this paper offers a framework of observational feedback literacy which identifies how observers and observees act in feedback literate ways. The framework foregrounds observer feedback literacy and recognises the importance of providing opportunities for observees to enact feedback. |
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| ISSN: | 1356-2517 1470-1294 |
| DOI: | 10.1080/13562517.2023.2191786 |
