19th AILA World Congress of Applied Linguistics, Groningen, Netherlands, 15 - 20 August 2021
Evidence-based reflective practices are promoted in all recent frameworks for language teacher education (LTE). Through dialogic evidence-based feedback sessions, reflectional sequences make trainees join a virtuous cycle in which they reconsider, restate, and even readjust their methods and manners of teaching (Sert, 2018, p.4). However, the research into how the mentor and trainees sequentially and relationally orient to these data-led sequences remains scarce. Another angle of LTE with limited exploration is video-mediated pedagogical interactions. Recent pandemic proved that video-mediated LTE needs to move forward from the first-aid approach to have a sustainable understanding. With these needs in mind, this study investigates video-mediated post-observation conversations (POC) in language teaching practicum. The video recordings of 17 video-mediated POCs are micro-analysed using multimodal conversation analysis. Data suggests that the fluctuations in epistemic (a)symmetries serve as a catalyst for the progression of reflection and evaluation-oriented sequences. That is, the mentors strategically downgrade their epistemic position to index the trainees' experiential knowledge and invite for reflection. However, the tide turns when the mentors initiate evaluation-oriented sequences in which the volume of trainee voice is turned down. They systematically insert their epistemic authority to limit any potential resistance that would challenge their epistemic, as well as deontic authority to do evaluation. The video medium also creates unique multimodal opportunities for mutual orientation to evidence. The findings are conducive to the expanding research into the affordances and challenges of video-mediated language teacher education and have possible pedagogical and research implications for our understanding of the sequential and relational organization of epistemics in feedback conversations.