Abstract
AbstractThis article suggests ways in which teacher supervisors and trainers on short courses can reposition their role by making the feedback conference more collaborative and trainee‐led. The authors argue that by taking a more dialogic approach and exploring critical incidents, trainee teachers can develop reflective skills and take more ownership of their development.
Full Text 
Sign-in/Register to access full text options
Sign-in/Register to access full text options 
Published version (
Free)
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
