This volume focuses on the post-observation feedback conference, a common feature of teacher education programs, and highlights the importance of such talk in the development and evaluation of teachers and other professionals.

Fiona Copland is Professor of TESOL at the University of Stirling (UK), where she is also Associate Dean Research in the Faculty of Social Sciences. She has taught English and trained teachers in the UK, Japan, Hong Kong and Nigeria. She has published in widely in language teacher education, teaching English to young learners (including the Routledge Handbook of Teaching English to Young Learners) and linguistic ethnography.

Helen Donaghue is a senior lecturer in English language teacher education at Sheffield Hallam University (UK) in the Sheffield Institute of Education. She has taught English and educated teachers in the UK, Hungary and the United Arab Emirates. Her published work focuses on language teacher education and institutional interaction.

Chapter 1 Introduction

Chapter 2 Linguistic Ethnography

Chapter 3 Purpose

Chapter 4 Genre

Chapter 5 Face

Chapter 6 Identity

Chapter 7 Power

Chapter 8 Agency

Chapter 9 Dialogism

Chapter 10 Conclusion