Observational feedback literacy: designing post observation feedback for learning

The aim of teaching observations and post observation feedback in higher education is to support teachers reflect on improve their teaching. Yet, our understanding tutors’ (observers’) teachers’ (observees’) capacities for capitalising these opportunities limited there little empirically derived advice either the observer or observee processes. We argue need conceptualise operationalise observational literacy as a particular type which played out both design session, moment-by-moment talk. Drawing concept student teacher literacies, this paper offers framework identifies how observers observees act literate ways. foregrounds recognises importance providing enact feedback.