How A Teacher Educator in the Field of the Education of Hearing-Impaired Children provides Feedback to a Student Teacher

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GÜRGÜR H.

AUSTRALIAN JOURNAL OF TEACHER EDUCATION, cilt.40, sa.1, ss.160-176, 2015 (ESCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 40 Sayı: 1
  • Basım Tarihi: 2015
  • Doi Numarası: 10.14221/ajte.2015v40n1.9
  • Dergi Adı: AUSTRALIAN JOURNAL OF TEACHER EDUCATION
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus
  • Sayfa Sayıları: ss.160-176
  • Anahtar Kelimeler: Teacher training, teacher educators, feedback process, hearing-impaired children, one-to-one conversation, HARD-OF-HEARING, CONVERSATIONAL SKILLS, LANGUAGE, DEAF, ISSUES, POWER
  • Anadolu Üniversitesi Adresli: Evet

Özet

The aim of this article was to investigate how an experienced teacher educator (TE) specialized in the education of hearing-impaired children provides feedback to a student teacher regarding a planned, one-to-one conversation activity. This case study was conducted at Anadolu University, Education and Research Centre for Hearing-Impaired Children with the participation of a TE, a student teacher, and a hearing-impaired student. Based on the study results, main aspects relating to the TE's activities before, during, and after the conversation and his feedback were identified. The study findings were discussed in light of the current literature, and various recommendations were proposed.