As teacher educators a large part of our job is observing pre-service and in-service teachers delivering lessons and providing feedback on their plans and delivery. Feedback is a time to celebrate wins, but it is constructive feedback that truly moves teachers’ development forward. While this process might sound simple, most teacher trainers or observers, if not all, know that even the most well-intended feedback may land differently at times. In other words, receiving feedback is not always easy, nor is giving feedback. In this article I will zoom in on oral post-lesson observation feedback (POFB), its . . .
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