Developing Student-Teachers' Interactional Competence through Video-Enhanced Reflection: A Discursive Timeline Analysis of Negative Evaluation in Classroom Interaction
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| Title: | Developing Student-Teachers' Interactional Competence through Video-Enhanced Reflection: A Discursive Timeline Analysis of Negative Evaluation in Classroom Interaction |
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| Language: | English |
| Authors: | Olcay Sert (ORCID |
| Source: | Classroom Discourse. 2025 16(2):142-171. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Teachers, Student Teaching, Interaction, Interpersonal Competence, Classroom Communication, Practicums, Foreign Countries, Discourse Analysis, Ethnography, Feedback (Response), Student Teacher Evaluation |
| Geographic Terms: | Sweden |
| DOI: | 10.1080/19463014.2024.2337184 |
| ISSN: | 1946-3014 1946-3022 |
| Abstract: | This article presents a case study of a student-teacher's change in classroom interactional practices as she engages in video-enhanced reflections and collaborative feedback encounters during her practicum in Sweden. We specifically focus on an interactional practice that can be observed in many classrooms: teachers' use of (overt) negative evaluation (i.e. 'No!') that immediately follows learners' incorrect answers. Using discursive timeline analysis (DTA), which is a combination of Conversation Analysis and Interactional Ethnography, we track the use of the focal interactional phenomenon across (1) video-recorded classroom interactions, (2) audio-recorded triadic post observation conferences, (3) student-teacher portfolios, and (4) interviews. We demonstrate that after getting video-based feedback with a video-tagging tool (i.e. VEO) and reflecting on her overuse of (overt) negative evaluation, the focal student-teacher avoids this interactional practice in her future teaching. As the analysis illustrates, this change of practice is possible thanks to data-led reflections and the evidence-based feedback that the student-teacher received. Our analysis therefore shows that reflection and feedback with a mobile video-tagging tool can facilitate increased awareness of classroom interactional practices. We argue that digitally enhanced, video-based reflections can promote teacher-learning in teacher education programmes and that using discursive timeline analysis can provide rich insights into these processes. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502695 |
| Database: | ERIC |
| Abstract: | This article presents a case study of a student-teacher's change in classroom interactional practices as she engages in video-enhanced reflections and collaborative feedback encounters during her practicum in Sweden. We specifically focus on an interactional practice that can be observed in many classrooms: teachers' use of (overt) negative evaluation (i.e. 'No!') that immediately follows learners' incorrect answers. Using discursive timeline analysis (DTA), which is a combination of Conversation Analysis and Interactional Ethnography, we track the use of the focal interactional phenomenon across (1) video-recorded classroom interactions, (2) audio-recorded triadic post observation conferences, (3) student-teacher portfolios, and (4) interviews. We demonstrate that after getting video-based feedback with a video-tagging tool (i.e. VEO) and reflecting on her overuse of (overt) negative evaluation, the focal student-teacher avoids this interactional practice in her future teaching. As the analysis illustrates, this change of practice is possible thanks to data-led reflections and the evidence-based feedback that the student-teacher received. Our analysis therefore shows that reflection and feedback with a mobile video-tagging tool can facilitate increased awareness of classroom interactional practices. We argue that digitally enhanced, video-based reflections can promote teacher-learning in teacher education programmes and that using discursive timeline analysis can provide rich insights into these processes. |
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| ISSN: | 1946-3014 1946-3022 |
| DOI: | 10.1080/19463014.2024.2337184 |
