Teacher Trainers' Beliefs About Feedback on Teaching Practice: Negotiating the Tensions Between Authoritativeness and Dialogic Space

Louw, Stephen; Todd, Richard Watson; Jimarkon, Pattamawan

doi:10.1093/applin/amu062

Cited by 16 publications

(19 citation statements)

References 24 publications

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“…Verbal active listening strategies commonly used in qualitative research include paraphrasing, reflecting, interpreting, summarizing, and checking perceptions [ 37 ]. These strategies provide the participants with a “mirror” so to speak in which to examine the message, expand on it, correct it, and reflect on the implication [ 38 ]. In addition, the data were independently coded by two researchers (VV and SW) using NVivo.…”

Section: Methodsmentioning

confidence: 99%

Assessing health professionals’ perception of health literacy in Rhode Island community health centers: a qualitative study

et al. 2020

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Background: Limited health literacy is linked with poor health behaviors, limited health care access, and poor health outcomes. Improving individual and population health outcomes requires understanding and addressing barriers to promoting health literacy. Methods: Using the socio-ecological model as a guiding framework, this qualitative study (Phase 1 of a larger ongoing project) explored the interpersonal and organizational levels that may impact the health literacy levels of patients seeking care at federally qualified community health centers (FQCHCs) in Rhode Island. Focus groups were conducted with FQCHC employees (n = 37) to explore their perceptions of the health literacy skills of their patients, health literacy barriers patients encounter, and possible strategies to increase health literacy. The focus groups were audio-recorded and transcribed, and transcripts were coded using a process of open, axial, and selective coding. Codes were grouped into categories, and the constant comparative approach was used to identify themes. Results: Eight unique themes centered on health literacy, sources of health information, organizational culture's impact, challenges from limited health literacy, and suggestions to ameliorate the impact of limited health literacy. All focus group participants were versed in health literacy and viewed health literacy as impacting patients' health status. Participants perceived that some patients at their FQCHC have limited health literacy. Participants spoke of themselves and of their FQCHC addressing health literacy through organizational-and provider-level strategies. They also identified additional strategies (e.g., training staff and providers on health literacy, providing patients with information that includes graphics) that could be adopted or expanded upon to address and promote health literacy.

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Section: Methodsmentioning

confidence: 99%

Assessing health professionals’ perception of health literacy in Rhode Island community health centers: a qualitative study

et al. 2020

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“…Each gave them different advantages. Contradictory tensions are apparent during the feedback given to pre-service English language teachers by trainers following their practice teaching [15]. They preferred teacher feedback as they thought that the feedback was based on the best practice of the teachersupervisor's experience in various ELT contexts [16].…”

Section: Resultsmentioning

confidence: 99%

Professional Learning Community in Pre-Service Teacher Education: Learning to become teacher researchers

Yusuf¹,

Rodliyah²,

Gunawan³

et al. 2019

Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018)

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This present case study investigated how preservice English teachers perceive feedback provision from their teacher-supervisor during their three-month teaching practice program. Three pre-service English teachers at a public secondary school served as respondents. They served seventh and eighth secondary school graders in the target school. The data were gathered through three audio-recorded post-teaching conferences and three guided grouped interviews. The data collected were analyzed qualitatively using content analysis. The results indicated that regardless few similar foci on the preservice teachers teaching and their subject-matter mastery, the pre-service teachers mainly perceived the feedback provision differently in different teaching contexts for some reasons. In this regard, the different perceived comments and the reasons and further recommendation are discussed in the paper.

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“…The same researcher (SG), a female nurse with previous volunteering experience in social and health care, and with advanced education in nursing, conducted all the interviews. She received training (28) in conducting interviews, which were audio-recorded after having collected the participants’ informed consent. All interviews took place in one of the researcher’s offices.…”

Section: Methodsmentioning

confidence: 99%

Hospital volunteering experiences suggest that new policies are needed to promote their integration in daily care: Findings from a qualitative study

Gonella

Canzan

Larghero³

et al. 2019

Slovenian Journal of Public Health

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Objective To explore Hospital Volunteers’ (HVs) motivations and experiences, as well as the strategies they adopt to overcome challenging situations during volunteering and the needs they perceive. Methods Eleven Italian HVs were purposively approached between January and July 2016, using face-to-face semi-structured interviews. The interviews were audio-recorded, transcribed verbatim and analysed using the descriptive phenomenological approach. Results Hospital volunteering emerged as a complex experience characterised by five themes: (a) becoming a volunteer; (b) developing skills; (c) experiencing conflicting emotions; (d) overcoming role difficulties by enacting different resources and strategies; and (e) addressing emerging needs. Conclusions According to the findings, hospital policies aimed at promoting volunteer integration in daily care are needed and should be based on (a) a shared vision between the hospital and the volunteer associations regarding the HVs’ role and skills; (b) the development of integrated models of care combining different workforces (i.e. professionals and volunteer staff); (c) appropriate training of HVs at baseline; (d) individualised continuous education pathways aimed at supporting HVs both emotionally and in the development of the required skills; and (e) tailored education that is directed to health-care staff aimed at helping them to value the service provided by HVs.

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Teacher Trainers' Beliefs About Feedback on Teaching Practice: Negotiating the Tensions Between Authoritativeness and Dialogic Space

Cited by 16 publications

References 24 publications

Assessing health professionals’ perception of health literacy in Rhode Island community health centers: a qualitative study

Assessing health professionals’ perception of health literacy in Rhode Island community health centers: a qualitative study

Professional Learning Community in Pre-Service Teacher Education: Learning to become teacher researchers

Hospital volunteering experiences suggest that new policies are needed to promote their integration in daily care: Findings from a qualitative study

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