Publication details
'I don't really know how to deal with that': The use of lesson videos and visual analytics in collaborative advice-giving sequences during post-observation conferences
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| Year of publication | 2024 |
| Type | Appeared in Conference without Proceedings |
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| Description | Post-observation feedback sessions (Copland and Donaghue 2019) and data-led reflection (Walsh and Mann 2015) have been central to recently emerging language teacher education frameworks that focus on classroom interaction skills of studentteachers (STs) (FAB Framework, Waring and Creider 2021; IMDAT, Sert 2019). Using discursive data from post-observation meetings and linking them to micro-analyses of interactions during language lessons, recent studies on language teacher education and development focused on how, for instance, teachers change the ways they respond to learners (Sert et. al. 2024), ask questions (Bozbiyik et al. 2022), and correct errors (Seedhouse and Whelan 2021). Considering both the practical advantages and disadvantages of video-mediated settings, more research, however, is needed into the interactional dynamics of video-mediated post-observation meetings to document the intricate details of the ways trainers and trainees delicately manage the practices of feedback giving and reflection. In this study, we draw on data from a unique teacher education context, a practicum setting in Sweden, where university based supervisors meet school-based mentors and student-teachers in triadic, videomediated post-observation conferences and use a video-annotation tool to facilitate/organise feedback and reflection. Drawing on a larger database of lesson (video)recordings of student-teachers, audio and video recordings of post observation conferences, and ethnographic interviews that involve 18 student-teachers, 15 mentor teachers and 6 university teachers, we conduct a multimodal CA case study to investigate practices of technology-enhanced post-observation feedback. We focus on collaborative advice-giving sequences which are facilitated by participants’ orientations to aspects of classroom interaction through annotated moments in the lesson as well as visual analytics generated by the technological tool used. Our study will document affordances of the technological tools used in facilitating collaborative advice giving sequences and student-teacher reflections. Implications for teacher education and development will be given. |
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