Going beyond the post-observation's interactional agenda: The observers’ references to their practices and pedagogical understandings
Linguistics and Education, cilt.69, 2022 (AHCI, SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 69
- Basım Tarihi: 2022
- Doi Numarası: 10.1016/j.linged.2022.101016
- Dergi Adı: Linguistics and Education
- Derginin Tarandığı İndeksler: Arts and Humanities Citation Index (AHCI), Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, Communication Abstracts, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), Linguistic Bibliography, Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database, Psycinfo
- Anahtar Kelimeler: Post-observation conference, Feedback interaction, Teacher education, Conversation analysis, Professional development
- Boğaziçi Üniversitesi Adresli: Evet
Özet
The recent proliferation of studies on the language of reflection unveiled post-observation conferences (POC) as an essential setting in teachers’ professional development. As the studies on these conferences have mainly focused on pre-service settings, research on in-service context where the peers are the providers of feedback remains limited. In an attempt to address this gap, this study micro-analyzes the video recordings of 14 in-service POC sessions at an English preparatory school with the theoretical and methodological tenets of conversation analysis. The findings reveal that reflective accounts are not limited to the observed, but generated by observers, too. Observing peers’ references to their past teaching events are found to function both as an interactional tool for the mitigation of critiques and as a tool for doing reflection in talk-in-interaction. The findings are conducive to the conversation analytic literature on language of reflection and expand the potential affordances of post-observation interactions.