Feedback with face

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Abstract
When using peer micro-teaching as a training technique with experienced teachers, the feedback stage is often difficult to handle, because of teacher sensitivity and a reluctance to comment. This article describes a procedure used in in-service training in Turkey, which encouraged feedback dicussion that did not make individual teachers feel threatened. Individual ‘micro-tasks’ were initially discussed in small groups. At a later stage, teachers gave their own comments on their micro-teaching tasks and on the small-group dicussions. Plenary discussion and comment from the lecturer made up the final stage. This concentrated on areas of teaching, rather than individual performances.

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