The functions of silence within the context of teacher training

Publisher Website
Google Scholar
Abstract
A crucial component of both pre-service and in-service teacher training is lesson observation and feedback. This paper seeks to examine the functions of silence in this particular type of discourse. As observation and feedback also play a part in procedures for appraisal of teachers in many institutions, the following may give food for thought both to those who appraise and those who are appraised. The observations are drawn from a number of videoed feedback sessions1 and set in the wider context of the functions of silence, as observed and put forward by researchers in the field.

This publication has 0 references indexed in Scilit: