Going beyond the post-observation's interactional agenda: The observers’ references to their practices and pedagogical understandings


Topal P. , Aptoula N. Y.

Linguistics and Education, vol.69, 2022 (Journal Indexed in SCI Expanded) identifier

  • Publication Type: Article / Article
  • Volume: 69
  • Publication Date: 2022
  • Doi Number: 10.1016/j.linged.2022.101016
  • Title of Journal : Linguistics and Education
  • Keywords: Conversation analysis, Feedback interaction, Post-observation conference, Professional development, Teacher education

Abstract

© 2022 Elsevier Inc.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.