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 (SCI-Expanded) identifier identifier

  • Publication Type: Article / Article
  • Volume: 69
  • Publication Date: 2022
  • Doi Number: 10.1016/j.linged.2022.101016
  • Journal Name: Linguistics and Education
  • Journal Indexes: Science Citation Index Expanded (SCI-EXPANDED), Arts and Humanities Citation Index (AHCI), Social Sciences Citation Index (SSCI)
  • Keywords: Post-observation conference, Feedback interaction, Teacher education, Conversation analysis, Professional development, CONVERSATION ANALYSIS, FEEDBACK, TEACHERS, TALK, CONFERENCES, REFLECTION, RESOURCE, THINKING
  • Middle East Technical University Affiliated: Yes

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.