Abstract
Student teachers studying to become primary school teachers in New Zealand can spend up to 24 weeks on professional teaching practice in schools. This paper describes a model (based on the Conversational Framework by Laurillard), developed after conducting an action research study requiring critical reflection on the practice of giving feedback to student teachers on professional teaching practice. It outlines both the theoretical and practical aspects of this model and sets in place a useful framework that simplifies the different stages of the feedback process so that students, supervisors and lecturers can gain a better shared understanding of effective pedagogical practice in a variety of teacher education programmes.
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