Abstract
This chapter examines the purpose of post observation feedback. The chapter tackles the inherent tension that exists when assessment and development are juxtaposed in feedback and suggests that reconciling these is both possible and desirable. Analysis of data extracts shows that although evaluation is a dominant feature of feedback, developmental talk is also present. Skilled observers are able to navigate between the two, using pragmatic features such as hedging and discourse features such as inviting and questioning to do so. While it is expected that feedback talk will rarely be wholly reflective, teacher-led and non-judgmental, the data in this chapter demonstrate that developmental and evaluative talk can coexist and at times build on each other. Recognising that post observation feedback provides an ideal opportunity to foster teacher development, this chapter offers suggestions for increasing teacher development opportunities in feedback conferences.
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