Relational feedback in ITE as reconfigured conversation
The knower as known, and concepts of the self
Bibliographic Data
| ID | 17577292 |
|---|---|
| Authors | Huw C Humphreys (University of East London, corresponding author), Huw Humphreys (0009-0006-1058-0784, University of East London) |
| Year | 2026 |
| Pages | 1-12 |
| Publication date | 2026-03-03 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Education for Teaching International Research and Pedagogy (JOURNAL) |
| Journal identifiers | ISSN: 0260-7476 • E-ISSN: 1360-0540 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/02607476.2026.2636711 |
| OpenAlex | W7133892066 |
| Language | EN |
| References cited | 24 |
Self · Counseling, Therapy, and Family Dynamics · Language, Discourse, Communication Strategies · Social Representations and Identity
Toward a philosophy of the act
The simple view of teaching
Teacher feedback literacy and its interplay with student feedback literacy
Making peer-feedback more efficient
Giving an Account of Oneself
Rubrics in higher education
What makes for effective feedback
Supporting student and teacher feedback literacy
Student perceptions of quality feedback in teacher education
Struggles over teacher education knowledge in Australia
Was 2021–2022 an Annus Horribilis for teacher educators? Reflections on a survey of teacher educators
Educating the temporal imagination
From the point where I stand to the place where I can be found
| Highly cited | No |
|---|