Creating space for students' concerns: Embodied feedback practices in hairdressing education

The aim of this study is to explore feedback practices in situated activities and how such actions of assessment emerge from embodied participation in classroom interactions between teachers and students. Using video recordings of teacher and student interactions in hairdressing education, we investigate through conversation analysis how feedback practices such as making loops are initiated and enabled between the participants in situated activities. Feedback in the practice of loops is contingent upon an embodied moment-to-moment monitoring and collaboration between the teacher and student, and is initiated with a concern from the student that is responded to by the teacher, enabling feedback to become a common exploration of professional knowledge. Overall, the findings show how feedback is mutually produced, making visible that salient aspects of the education are emanating from the student's own concern.