Corpus-Based Reflective Practice for Professional Development: A Collaborative Micro Auto-Ethnography
Education Sciences,
Год журнала:
2025,
Номер
15(1), С. 79 - 79
Опубликована: Янв. 13, 2025
Recent
research
underscores
the
significance
of
data-led
and
collaborative
reflection
in
enhancing
teaching
practices
professional
development
teachers.
While
video-based
reflections
have
been
extensively
studied,
potential
corpus-based
methods
remains
underexplored.
We
address
this
gap
two
ways.
Firstly,
we
describe
a
project
which
employed
corpus
linguistic
tool
to
analyse
reflect
on
our
own
lectures,
with
ulterior
aim
promoting
reflective
practice
(CBRP)
model
that
would
help
other
teachers
do
same.
Secondly,
introduce
micro
auto-ethnography
(CMAE)
illustrate
how
can
facilitate
noticing
different
aspects
teacher
talk
lead
to,
what
call,
snowball
(i.e.,
sequence
extends
topic
spreads
from
one
participant
next).
Our
approach
shows
analysis,
coupled
reflections,
has
not
only
enhance
language
use
but
also
stimulate
broader
deeper
pedagogical
discussions
insights
into
styles
student
engagement,
going
beyond
analyses
single
words
lexico-grammatical
patterns
talk.
argue
there
should
be
institutional
support
for
developing
new
initiatives
researchers
benefit
using
ethnographic
data
together
detailed
interactions.
Язык: Английский
The effectiveness of the Conversation Analytic Role-Play Method (CARM) on teachers' and classroom assistants' self-efficacy and interactional awareness: Identifying and responding to aided-speaking students’ questions in whole class interaction
Teaching and Teacher Education,
Год журнала:
2025,
Номер
156, С. 104944 - 104944
Опубликована: Янв. 22, 2025
Язык: Английский
Applying conversation analysis to classroom interactions: students’ ‘oh’-prefaced utterances and the interactional management of explanations
Classroom Discourse,
Год журнала:
2024,
Номер
unknown, С. 1 - 19
Опубликована: Окт. 21, 2024
This
study
serves
as
an
example
of
Conversation
Analytic
(CA)
research
with
a
focus
on
the
interactional
management
learning
in
classroom
interactions,
while
simultaneously
illustrating
several
steps
and
procedures
used
for
conducting
these
analyses.
In
this
case,
method
CA
is
to
students'
'oh'-prefaced
utterances
one-to-one
interactions
centred
around
explanations.
The
are
studied
from
participants'
perspective
by
means
turn-by-turn
analysis
selected
fragments
basis
video
recordings
detailed
transcripts,
common
practice
CA.
aligns
previous
focusing
details
interaction
relating
processes.
results
close
data
provide
insight
into
orientation
teachers
students
show
interactionally
exhibited
knowledge
displays
relation
entire
explanation
activity
they
involved
in.
secondary
school
classrooms
provides
processes
well
accompanying
teacher
practices.
Язык: Английский
Managing intersubjectivity through screen-sharing in video-mediated reflective feedback sessions in pre-service language teacher education
System,
Год журнала:
2025,
Номер
130, С. 103608 - 103608
Опубликована: Фев. 1, 2025
Язык: Английский
Using T-pattern analysis to map classroom interactions: a case study of student and teacher learning-orientation
Classroom Discourse,
Год журнала:
2025,
Номер
unknown, С. 1 - 23
Опубликована: Март 5, 2025
The
identification
of
the
recurrent
patterns
interaction
is
a
window
to
understanding
patterning
social
behaviour,
and
as
such,
it
target
many
quantitative
qualitative
analytic
techniques.
Here,
we
offer
reflected
illustration
one
those
techniques,
namely,
T-pattern
analysis,
which
flexible
technique
that
unveils
sequences
events
(behaviours)
are
repeated
in
data
within
critical
time
interval.
We
illustrate
use
analysis
by
exploring
verbal
interactions
between
teachers
students
Dutch
maths
lessons.
In
particular,
explore
shifts
process
performance
orientation
students,
inferred
from
their
verbalisations.
After
this
illustration,
discuss
affordances
limitations
illuminate
our
questions
regarding
dynamics
real-time
classroom
interaction.
conclude
inviting
future
users
strategically
embed
its
application
inquiry
purposefully
considers
iterations
inductive
deductive
steps.
Using
power
balance
with
solid
disciplinary
reasoning
can
yield
exciting
insights
into
interactions.
Язык: Английский
'But I don’t know, she might actually ask?' Detecting sources of self-efficacy and conditions fostering collective teacher efficacy by analysing transcribed panel and group discussions
European Journal of Special Needs Education,
Год журнала:
2025,
Номер
unknown, С. 1 - 17
Опубликована: Май 7, 2025
Язык: Английский
Partnering with AI in teacher education? Using an automatic question detection tool to reflect on classroom interaction
Journal of Research on Technology in Education,
Год журнала:
2025,
Номер
unknown, С. 1 - 19
Опубликована: Май 19, 2025
Язык: Английский
The application of orbital decomposition analysis to study the dynamic quality of teacher–teacher interactions
Classroom Discourse,
Год журнала:
2024,
Номер
unknown, С. 1 - 17
Опубликована: Дек. 16, 2024
Moment-to-moment
educational
interactions
affect
longer-term
outcomes
of
those
involved
in
interactions.
In
the
present
study,
we
illustrate
with
two
cases
teacher–teacher
how
Orbital
Decomposition
(OD)
analysis
can
be
used
to
analyse
sequential
patterns
real-time
OD
is
based
on
symbolic
dynamics
and
specially
designed
identify
recurring
sequences
events
a
time
series
nominal
categories
observed
behaviour.
First,
explain
what
entails,
after
which
using
study
between
teachers
Professional
Learning
Communities.
We
show
conversational
moves
turn-taking
behaviour
teacher
groups.
The
results
reveal
interaction
partner
was
lead
were
associated
interdependent
knowledge-building
as
compared
merely
sending
receiving
information.
focuses
rather
than
basic
frequencies
such
provide
insights
into
processes
these
unfold
over
time.
Язык: Английский