Abstract
The pandemic-related disruption to education worldwide has led pre-service language teacher education activities to go fully online. In order to benefit from the true affordances of distance modes of teacher education, diverse training models were put into practice. This chapter reports a case reflecting this state of the art and presents findings from a language teacher education project that includes asynchronous training of pre-service teachers on the concept of Classroom Interactional Competence and their synchronous video-mediated analytic discussions with peers oriented to actual teachers’ interactional practices based on short video clips. It specifically focuses on video-mediated peer interactions and describes how the pre-service teachers closely examine natural L2 teaching data. Drawing on Multimodal Conversation Analysis both as the research methodology and the teacher education perspective, this study primarily deals with the moments of peer disagreement oriented to certain teacher practices and the emergent pre-service teacher learning opportunities in doing so.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Badem-Korkmaz, F., Ekin, S., & Balaman, U. (2022). Pre-service language teachers’ resistance to teacher trainer advice on task design for video-mediated L2 interaction. Classroom Discourse, 13(2), 212-230. https://doi.org/10.1080/19463014.2021.2020144
Baecher, L., Kung, S.-C., Ward, S. L., & Kern, K. (2018). Facilitating video analysis for teacher development: A systematic review of the research. Journal of Technology and Teacher Education, 26(2), 185–216.
Balaman, U. (2019). Sequential organization of hinting in online task-oriented L2 interaction. Text & Talk, 39(4), 511–534. https://doi.org/10.1515/text-2019-2038
Balaman, U. (2023). Conversation analytic language teacher education in digital spaces. Palgrave Macmillan.
Balaman, U., & Sert, O. (2017). The coordination of online L2 interaction and orientations to task interface for epistemic progression. Journal of Pragmatics, 115, 115–129. https://doi.org/10.1016/j.pragma.2017.01.015
Blell, G., & von Bremen, F. (2020). Assessing pre-service teachers’ reflective classroom observation competence in English language teaching. In F. Lenz, M. Frobenius, & R. Klattenberg (Eds.), Classroom observation (pp. 225–244). Peter Lang D. https://doi.org/10.3726/b16732
Blume, C., & Schmidt, T. (2020). All kinds of special: Using multi-perspective classroom videography to prepare EFL teachers for learners with special educational needs. In F. Lenz, M. Frobenius, & R. Klattenberg (Eds.), Classroom observation (pp. 201–224). Peter Lang D. https://doi.org/10.3726/b16732
Can Daşkın, N. (2015). Shaping learner contributions in an EFL classroom: Implications for L2 classroom interactional competence. Classroom Discourse, 6(1), 33–56. https://doi.org/10.1080/19463014.2014.911699
Can Daşkın, N., & Hatipoğlu, Ç. (2019). Reference to a past learning event as a practice of informal formative assessment in L2 classroom interaction. Language Testing, 36(4), 527–551.
Christ, T., Arya, P., & Chiu, M. M. (2017). Video use in teacher education: An international survey of practices. Teaching and Teacher Education, 63, 22–35. https://doi.org/10.1016/j.tate.2016.12.005
Dobie, T. E., & Anderson, E. R. (2015). Interaction in teacher communities: Three forms teachers use to express contrasting ideas in video clubs. Teaching and Teacher Education, 47, 230–240. https://doi.org/10.1016/j.tate.2015.01.003
Ekin, S., Balaman, U., & Badem-Korkmaz, F. (2021). Tracking telecollaborative tasks through design, feedback, implementation, and reflection processes in pre-service language teacher education. Applied Linguistics Review, 0(0). https://doi.org/10.1515/applirev-2020-0147.
Huth, T. (2021). Interaction, language use, and second language teaching. Routledge.
KardaĹź Ä°Ĺźler, N., Balaman, U., & Ĺžahin, A. E. (2019). The interactional management of learner initiatives in social studies classroom discourse. Learning, Culture and Social Interaction, 23, 100341. https://doi.org/10.1016/j.lcsi.2019.100341
Kardaş İşler, N., & Can Daşkın, N. (2020). Reference to a shared past event in primary school setting. Linguistics and Education, 57, 100815.
Mann, S., Davidson, A., Davis, M., Gakonga, J., Gamero, M., Harrison, T., Mosavian, P., & Richards, L. (2019). Video in language teacher education (ELT research papers 19.01; p. 48). British Council, Teaching English.
Mondada, L. (2018). Multiple temporalities of language and body in interaction: Challenges for transcribing multimodality. Research on Language and Social Interaction, 51(1), 85–106.
Seedhouse, P. (2008). Learning to talk the talk: Conversation analysis as a tool for induction of trainee teachers. In S. Garton & K. Richards (Eds.), Professional encounters in TESOL (pp. 42–57). Springer.
Seidel, T., Blomberg, G., & Renkl, A. (2013). Instructional strategies for using video in teacher education. Teaching and Teacher Education, 34, 56–65. https://doi.org/10.1016/j.tate.2013.03.004
Sert, O. (2015). Social interaction and L2 classroom discourse. Edinburgh University Press.
Sert, O. (2021). Transforming CA findings into future L2 teaching practices: Challenges and prospects for teacher education. In S. Kunitz, N. Markee, & O. Sert (Eds.), Classroom-based conversation analytic research: Theoretical and applied perspectives on pedagogy (Vol. 46, pp. 259–279). Springer International Publishing. https://doi.org/10.1007/978-3-030-52193-6
Sidnell, J., & Stivers, T. (Eds.). (2013). The handbook of conversation analysis. Wiley-Blackwell.
van Es, E. A. (2012). Examining the development of a teacher learning community: The case of a video club. Teaching and Teacher Education, 28(2), 182–192. https://doi.org/10.1016/j.tate.2011.09.005
Walsh, S. (2006). Investigating classroom discourse. Routledge. http://site.ebrary.com/id/10163732.
Walsh, S. (2013). Classroom discourse and teacher development. Edinburgh University Press.
Waring, H. Z. (2009). Moving out of IRF (initiation-response-feedback): A single case analysis. Language Learning, 59(4), 796–824. https://doi.org/10.1111/j.1467-9922.2009.00526.x
Waring, H. Z. (2021). Harnessing the power of heteroglossia: How to multi-task with teacher talk. In S. Kunitz, N. Markee, & O. Sert (Eds.), Classroom-based conversation analytic research: Theoretical and applied perspectives on pedagogy (Vol. 46, pp. 281–301). Springer International Publishing. https://doi.org/10.1007/978-3-030-52193-6
Waring, H. Z., & Creider, S. C. (2021). Micro-reflection on classroom communication: A FAB-framework. Equinox Publishing LTD.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Balaman, U. (2023). Opportunities for Pre-Service Teacher Learning in Video-Mediated Peer Interactions: Focus on Classroom Interactional Competence. In: Sadeghi, K., Thomas, M. (eds) Second Language Teacher Professional Development. Digital Education and Learning. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-12070-1_14
Download citation
DOI: https://doi.org/10.1007/978-3-031-12070-1_14
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-031-12069-5
Online ISBN: 978-3-031-12070-1
eBook Packages: Social SciencesSocial Sciences (R0)