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Between teacher candidates’ reflection and teacher educators’ evaluation: Fluctuations in epistemic (a)symmetry in feedback conversations
The Modern Language Journal ( IF 4.7 ) Pub Date : 2023-11-06 , DOI: 10.1111/modl.12886 Pınar Turan 1 , Nur Yiğitoğlu Aptoula 2
The Modern Language Journal ( IF 4.7 ) Pub Date : 2023-11-06 , DOI: 10.1111/modl.12886 Pınar Turan 1 , Nur Yiğitoğlu Aptoula 2
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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 and readjust their methods of teaching. However, research into how mentor and trainees orient to this evidence in interaction remains scarce. With this need in mind, this study investigates post-observation conversations (POCs) in a language teaching practicum. The recordings of 17 video-mediated POCs are sequentially and functionally analyzed using multimodal conversation analysis. The data suggests that the fluctuations in knowledge (a)symmetries serve as a catalyst for the progression of reflection- and evaluation-oriented sequences. The mentors strategically downgrade their epistemic position to index the trainees’ experiential knowledge and invite reflection. However, when mentors initiate evaluation-oriented sequences, they systematically insert their epistemic primacy to limit any potential resistance that would challenge their epistemic authority to evaluate. The video medium also creates unique multimodal opportunities for their mutual orientation to evidence. The findings are conducive to expanding research into reflective practice in LTE and have pedagogical and research implications for our understanding of the sequential and relational organization of epistemics in feedback conversations.
中文翻译：
教师候选人的反思和教师教育者的评价之间：反馈对话中认知对称性的波动
最近所有的语言教师教育（LTE）框架都提倡基于证据的反思实践。通过基于对话证据的反馈课程，反思序列使学员进入一个良性循环，在这个循环中他们重新考虑和调整他们的教学方法。然而，关于导师和学员如何在互动中适应这些证据的研究仍然很少。考虑到这一需求，本研究调查了语言教学实习中的观察后对话（POC）。使用多模态对话分析对 17 个视频介导的 POC 录音进行顺序和功能分析。数据表明，知识（a）对称性的波动是反思和评估导向序列进展的催化剂。导师战略性地降低他们的认知立场，以索引学员的经验知识并引发反思。然而，当导师启动以评估为导向的序列时，他们会系统地插入他们的认知首要地位，以限制任何可能挑战他们评估认知权威的潜在阻力。视频媒体还为他们相互寻找证据创造了独特的多模式机会。这些发现有利于扩大 LTE 反思性实践的研究，并对我们理解反馈对话中认知的顺序和关系组织具有教学和研究意义。
更新日期：2023-11-06
中文翻译：
教师候选人的反思和教师教育者的评价之间：反馈对话中认知对称性的波动
最近所有的语言教师教育（LTE）框架都提倡基于证据的反思实践。通过基于对话证据的反馈课程，反思序列使学员进入一个良性循环，在这个循环中他们重新考虑和调整他们的教学方法。然而，关于导师和学员如何在互动中适应这些证据的研究仍然很少。考虑到这一需求，本研究调查了语言教学实习中的观察后对话（POC）。使用多模态对话分析对 17 个视频介导的 POC 录音进行顺序和功能分析。数据表明，知识（a）对称性的波动是反思和评估导向序列进展的催化剂。导师战略性地降低他们的认知立场，以索引学员的经验知识并引发反思。然而，当导师启动以评估为导向的序列时，他们会系统地插入他们的认知首要地位，以限制任何可能挑战他们评估认知权威的潜在阻力。视频媒体还为他们相互寻找证据创造了独特的多模式机会。这些发现有利于扩大 LTE 反思性实践的研究，并对我们理解反馈对话中认知的顺序和关系组织具有教学和研究意义。
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