Abstract
This study explores the ways in which onsite coaching during classroom observations, and dialogic feedback in debriefing sessions, supported prospective teachers’ enactment and appropriation of instructional strategies in their field placements.In this study onsite coaching provided a real-life representation of practice in the context of prospective teachers developing their teaching practice.Dialogic feedback through questioning fostered reflective dialogue and made salient and visible aspects of teaching that are sometimes overlooked by prospective teachers. Questioning also allowed prospective teachers to reflect on areas of improvement and work toward a plan to overcome difficulties they encountered in their teaching.
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